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	<title>Digital Sojourns</title>
	<atom:link href="https://blogs.ed.ac.uk/kneuman2/feed/" rel="self" type="application/rss+xml" />
	<link>https://blogs.ed.ac.uk/kneuman2</link>
	<description>This blog is set out as a chronicle of my digital skills development and interests - and the useful and less useful discoveries made along the road.</description>
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		<title>Working hand in hand</title>
		<link>https://blogs.ed.ac.uk/kneuman2/2025/12/10/working-hand-in-hand/</link>
					<comments>https://blogs.ed.ac.uk/kneuman2/2025/12/10/working-hand-in-hand/#respond</comments>
		
		<dc:creator><![CDATA[Kat]]></dc:creator>
		<pubDate>Wed, 10 Dec 2025 10:10:05 +0000</pubDate>
				<category><![CDATA[general]]></category>
		<category><![CDATA[dlam-feed]]></category>
		<guid isPermaLink="false">https://blogs.ed.ac.uk/kneuman2/?p=126</guid>

					<description><![CDATA[A lot of the time IT services are supporting users – that is, students and teaching staff – or work quietly in the background to assure systems and infrastructure are in good shape and fit for purpose. In my own role I rarely have an opportunity to see what happens “on the ground”, in the […]]]></description>
										<content:encoded><![CDATA[<p>A lot of the time IT services are supporting users – that is, students and teaching staff – or work quietly in the background to assure systems and infrastructure are in good shape and fit for purpose. In my own role I rarely have an opportunity to see what happens “on the ground”, in the physical teaching environments. However, recently I was attending a staff training event for Data Protection Champions, and it ended up being an exciting little showcase of how our services work together to make learning and teaching happen. Not just for students <img src="https://s.w.org/images/core/emoji/16.0.1/72x72/1f642.png" alt="🙂" class="wp-smiley" style="height: 1em; max-height: 1em;" /></p>
<p>What are Data Protection Champions? These are a group of staff members who commit to staying up to date on current developments across the university on matters intersecting with Data Protection and to help keep information otherwise available on the web current in discussions and work locally. The Community Meetings help to exchange knowledge and ask questions to understand in better detail what processes and procedures are designed to do and to disambiguate the legalese that necessarily accompanies legal and compliance rules and regulations.</p>
<p>In other words, understanding the details is important, and summarising this “second hand” is not always easy. This prompted some champions to reach out to the organiser asking if the event could be recorded.</p>
<p>This was not a Teams meeting. But, it was set at a lecture theatre with Lecture recording facilities. So after a little consideration of alternatives (recording in segments on a mobile phone? recording via Kaltura video recorder from a laptop?) we set to work out what might need to happen to make use of the lecture recording equipment.</p>
<ul>
<li>Sound check – oh my. Somehow feedback reverberating in stereo through the theatre makes for a great alarm clock, but it transpired quite quickly that we were in need of support. A colleague from Digital Spaces Tech attended within minutes – and some troubleshooting later had all the microphones operating normally. Sigh of relief – we can all hear and know this will be captured in the recording.</li>
<li>Recording – typically recordings are linked to course delivery in our VLE, Learn. And timetabling allows for lectures to be added to the courses automatically. When requesting an ad-hoc recording, this is available to instructors; or can be supported from the Media Service team with a little notice. In our case, notice was very limited, and the support from the service team was invaluable. The lights of the recording equipment turned red – on time for the meeting to start.</li>
<li>Processing – with the event being a full morning, including a break for coffee and networking, the recording took some time to process on the system. With help from the service team, this time duly recorded using our ticketing system Unidesk, the recording was modified to exclude the break to make this more convenient for champions to review once shared.</li>
</ul>
<p>Since the event was not associated with a course or programme, and the default of our lecture recordings setup via the VLE did not apply, sharing recordings is not automatic. The system is designed to safeguard teaching activities and keep permissions for processing and sharing details in line with the terms and conditions of service. Data Protection compliance at its best. Staff training, still falls within the remit of teaching, but staff training is not hosted on our VLE Learn, again, in order to comply with the terms and conditions of service for the VLE. On guidance from the Media Service team we requested for the migration of the video to our other media channel, Media Hopper Create. With this being the first interaction on the service the help and support with this process was incredibly appreciated by the organiser and all involved in the event.</p>
<ul>
<li>Migrating – as part of this whole process, I discovered a whole new set of environments that can be logged into, alas, because my account is linked to a playground account, and I was not the owner of the video recording, we took up the kind offer of support from the Media Service team who brought the video into Media Hopper Create, which offers captioning and wider sharing permissions.</li>
<li>Sharing – as with many of our services, the ability to secure content is shared with the appropriate user groups is really important. Materials can be set to only exist for the video owner (private), made accessible only to users who have been given the link (unlisted) or be made public to all users. In addition, licensing selections assure that users are informed of what is permissible with regards to use of the content and copyright.</li>
</ul>
<p>The support and efforts across the different teams was a really good reminder of why working in ISG / LTW / DLAM is such a rewarding experience. Sometimes we end up being in the role of our own users, and colleagues come to our rescue and support to make the most of the teaching and training that keeps our service provisions compliant and up to date.</p>
<p> </p>
<p> </p>

			<span class="uoe-published-time uoe-seo-hidden-area">
				<time datetime="2025-12-10" itemprop="dateModified">Dec 10, 2025</time>
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		<title>What’s in a measure? Considerations on Anthology Ally</title>
		<link>https://blogs.ed.ac.uk/kneuman2/2023/12/04/whats-in-a-measure-considerations-on-anthology-ally/</link>
					<comments>https://blogs.ed.ac.uk/kneuman2/2023/12/04/whats-in-a-measure-considerations-on-anthology-ally/#respond</comments>
		
		<dc:creator><![CDATA[Kat]]></dc:creator>
		<pubDate>Mon, 04 Dec 2023 11:09:51 +0000</pubDate>
				<category><![CDATA[Uncategorised]]></category>
		<category><![CDATA[accessibility]]></category>
		<category><![CDATA[dlam-feed]]></category>
		<guid isPermaLink="false">https://blogs.ed.ac.uk/kneuman2/?p=85</guid>

					<description><![CDATA[Let me take a moment to share my thoughts around one of our newer services with Learning, Teaching and Web: Anthology Ally. Accessibility is fast becoming one of my favourite topics working within DLAM. A Humanities graduate myself, maybe the link between Hermeneutics (Interpretation theory) and digital transformations in accessible design play a part. Whilst […]]]></description>
										<content:encoded><![CDATA[<p>Let me take a moment to share my thoughts around one of our newer services with Learning, Teaching and Web: Anthology Ally. Accessibility is fast becoming one of my favourite topics working within DLAM. A Humanities graduate myself, maybe the link between Hermeneutics (Interpretation theory) and digital transformations in accessible design play a part. Whilst I used to be primarily concerned about the meaning behind the words, I now find myself deeply fascinated by the (digital) transactions that take place to transmit and present information, and the tools it takes to make this happen!</p>
<p><span class="TextRun SCXW170933220 BCX8" lang="EN-GB" xml:lang="EN-GB" data-contrast="auto"><span class="NormalTextRun CommentStart CommentHighlightPipeRest CommentHighlightRest SCXW170933220 BCX8">Digital accessibility refers to </span><span class="NormalTextRun CommentHighlightRest SCXW170933220 BCX8">digital content </span><span class="NormalTextRun CommentHighlightRest SCXW170933220 BCX8">that has been reviewed and tested to be </span><span class="NormalTextRun CommentHighlightRest SCXW170933220 BCX8">accessible to the widest possible audience and be free from any avoidable access restrictions when using assisti</span><span class="NormalTextRun CommentHighlightRest SCXW170933220 BCX8">ve technologies. </span><span class="NormalTextRun CommentHighlightRest SCXW170933220 BCX8">In the broad landscape of software, programmes and platforms, readability and interoperability </span><span class="NormalTextRun CommentHighlightRest SCXW170933220 BCX8">are crucial if we are to enable our users to interact with out content in an output format suited to th</span><span class="NormalTextRun CommentHighlightRest SCXW170933220 BCX8">eir needs. Thus, for accessibility to </span><span class="NormalTextRun CommentHighlightRest SCXW170933220 BCX8">translate to digital media </span><span class="NormalTextRun CommentHighlightRest SCXW170933220 BCX8">educational design (content focussed), interoperability, and user navigation and software availability</span><span class="NormalTextRun CommentHighlightRest SCXW170933220 BCX8"> all play a part</span><span class="NormalTextRun CommentHighlightRest SCXW170933220 BCX8">. </span><span class="NormalTextRun CommentHighlightRest SCXW170933220 BCX8">To achieve this, </span><span class="NormalTextRun CommentHighlightRest SCXW170933220 BCX8">the ability </span><span class="NormalTextRun CommentHighlightRest SCXW170933220 BCX8">to review and revise </span><span class="NormalTextRun CommentHighlightPipeRest SCXW170933220 BCX8">core information – such as</span><span class="NormalTextRun SCXW170933220 BCX8"> file properties,</span><span class="NormalTextRun SCXW170933220 BCX8"> logical </span><span class="NormalTextRun SCXW170933220 BCX8">input</span><span class="NormalTextRun SCXW170933220 BCX8"> and design </span><span class="NormalTextRun SCXW170933220 BCX8">elements</span><span class="NormalTextRun SCXW170933220 BCX8"> – </span><span class="NormalTextRun SCXW170933220 BCX8">this data </span><span class="NormalTextRun SCXW170933220 BCX8">must be clearly readable to </span><span class="NormalTextRun SCXW170933220 BCX8">a variety of </span><span class="NormalTextRun SCXW170933220 BCX8">software </span><span class="NormalTextRun SCXW170933220 BCX8">before the </span><span class="NormalTextRun SCXW170933220 BCX8">output</span><span class="NormalTextRun SCXW170933220 BCX8"> can be guaranteed</span><span class="NormalTextRun SCXW170933220 BCX8">. Who else remembers the wonders of opening a foreign file extension with Word and being faced with code </span><span class="NormalTextRun SCXW170933220 BCX8">rendered</span><span class="NormalTextRun SCXW170933220 BCX8"> in Webdings?</span></span><span class="EOP SCXW170933220 BCX8" data-ccp-props="{"201341983":0,"335559739":160,"335559740":259}"> </span></p>
<p><span class="NormalTextRun SCXW185165916 BCX8">Our ability to alter and edit our content and </span><span class="NormalTextRun SCXW185165916 BCX8">render</span><span class="NormalTextRun SCXW185165916 BCX8"> it accessible at all levels, is critical. </span>Anthology Ally offers us a window into the system level dialogue of our digital learning environment and the digital media we populate our classrooms with. Ally is a software integration on our primary VLE that scans contents for digital accessibility, its meta text, settings and requirements hidden behind the on-the-face output. It allows the users to identify accessibility issues at software level and supports some measures of fixing these; as well as enabling the conversion of files into alternative formats. Alternative formats can make teaching resources more adaptable to the diverse needs and wants of our students. Changing file type may help in presenting a file more adaptive to screen size; opting for a different display modus can support reading; access to audio can allow you to listen back on materials whilst working out, running chores or on the commute… with a diverse student body, we have the opportunity to fit all our teaching courses into a more flexible learning style. An improved digital experience supports all our learners, and having a chance to gauge better what poses a hindrance to assistive technology will make an impact to our users!</p>
<figure id="attachment_87" aria-describedby="caption-attachment-87" style="width: 300px" class="wp-caption alignnone"><img loading="lazy" decoding="async" class="size-medium wp-image-87" src="https://blogs.ed.ac.uk/kneuman2/wp-content/uploads/sites/8190/2023/11/accessibility-formats-300x224.png" alt="Image title: Know your options. Chose a format that's right for you. List of alternative formats and their advantages shows 8 items. Item 1 Format: OCRed PDF for automatically extracted text. Advantage: Improved scanned documents for better reading and text search. Item 2 Format: Tagged PDF for a structured PDF for assistive technology. Advantage: Improved structure for navigation, essential for screen readers. Item 3 Format: HTML for browser and mobile. Advantage: Customize your text with a file that adapts text to mobile screen sizes. Item 4 Format: ePub for reading on tablets and e-book readers. Advantage: usable for ebooks on tablets to annotate and highlight. Item 5 Format: Electronic braille in BRF file format. Advantage: supports tactile reading and offers relief from screenreaders. Item 6 Format: Audio as MP3 recording of text. Advantage: Listen and learn on the go by engaging different modalities. Item 7 Format: BeeLine Reader. This creates a machine translated version of the document. Advantage: Improved on-screen reading to read faster and with greater focus. Item 8 Format: Translated version (this is an opt-in product) offering a machine translated version of the document. Advantage: Translates text to one of 50 different languages. Speak to Information Services if you are interested in this version." width="300" height="224" srcset="https://blogs.ed.ac.uk/kneuman2/wp-content/uploads/sites/8190/2023/11/accessibility-formats-300x224.png 300w, https://blogs.ed.ac.uk/kneuman2/wp-content/uploads/sites/8190/2023/11/accessibility-formats.png 343w" sizes="auto, (max-width: 300px) 100vw, 300px" /><figcaption id="caption-attachment-87" class="wp-caption-text">Table of available alternative formats</figcaption></figure>
<p>Here at DLAM testing out our service solutions to assure that they work as intended and integrate seamlessly (we can but try!) into our existing service environment is a wonderful part of the job. The <a href="https://www.w3.org/TR/WCAG21/">Web Content Accessibility Guidelines (WCAG) 2.1</a> (version 2.2 has been launched in October) offer a detailed list of criteria when reviewing all our websites and applications for legal compliance <span class="TextRun SCXW56190171 BCX8" lang="EN-GB" xml:lang="EN-GB" data-contrast="auto"><span class="NormalTextRun SCXW56190171 BCX8"> under the </span></span><span class="TextRun SCXW56190171 BCX8" lang="EN-GB" xml:lang="EN-GB" data-contrast="auto"><span class="NormalTextRun SCXW56190171 BCX8">Equality Act (2010)</span></span><span class="TextRun SCXW56190171 BCX8" lang="EN-GB" xml:lang="EN-GB" data-contrast="auto"><span class="NormalTextRun SCXW56190171 BCX8"> and </span></span><span class="TextRun SCXW56190171 BCX8" lang="EN-GB" xml:lang="EN-GB" data-contrast="auto"><span class="NormalTextRun SCXW56190171 BCX8">The Equality Act 2010 (Specific Duties) (Scotland) Regulations 2012 (<a href="https://www.ed.ac.uk/about/website/accessibility/guidelines-policy-legislation">https://www.ed.ac.uk/about/website/accessibility/guidelines-policy-legislation</a>)</span></span>. One of the core efforts in the standard is that organisations have to lay bare how they identified and thought about accessibility for their products and services, and where possible, mitigated any avoidable shortcomings. In broad terms, our applications are challenged on three aspects: audio, visual and navigation / workflow; the touch points of our digital environment. It is a “dimension of interoperability” to assess whether “assistive technologies [are] working predictably with different combinations of browsers, mobile operating systems, and devices“ (<a href="https://link-springer-com.ezproxy.is.ed.ac.uk/chapter/10.1007/978-1-4842-7948-9_7">The Next Frontier – Expanding the Definition of Accessibility | SpringerLink</a>).  When testing for Ally, a core challenge for me was using assistive technology, often for the first time, and to interpret the behaviour. Whilst I was reasonably familiar with Ease of Access settings for my PC and browser, other more specialist tools I found hard to judge. What if my lack of familiarity with assistive technology in the test makes for a poor result due to difficulties with the assistive tool rather than the target interface? It is the hard to judge places that lead us to use tools to scan and evaluate what meets compliance criteria and helps us to correlate our own experience with the data we interact with.</p>
<p>To guide instructors about digital accessibility, Ally produces a score. It is meant as a guide to how clean a file is in digital terms, i.e. how successful it will be in converting to an alternative file format or being negotiated by any common assistive technology tool. So taking a moment to demystify the scoring for a moment should clear our view to how Ally supports our wider mission to produce accessible learning and teaching materials.</p>
<p><img loading="lazy" decoding="async" class="alignnone size-full wp-image-86" src="https://blogs.ed.ac.uk/kneuman2/wp-content/uploads/sites/8190/2023/11/Low-gauge.png" alt="Fuel gauge symbol pictured in red pointing to low level to denote 0-33% success rate" width="22" height="19" /> <strong>Low </strong>(0-33%): Needs help! There are severe accessibility issues.</p>
<p><img loading="lazy" decoding="async" class="alignnone size-full wp-image-89" src="https://blogs.ed.ac.uk/kneuman2/wp-content/uploads/sites/8190/2023/11/Medium-gauge.png" alt="Fuel gauge symbol pictured in amber pointing to mid-level to denote 34-66% success rate" width="22" height="19" /> <strong>Medium </strong>(34-66%): A little better. The file is somewhat accessible and needs improvement.</p>
<p><img loading="lazy" decoding="async" class="alignnone size-full wp-image-88" src="https://blogs.ed.ac.uk/kneuman2/wp-content/uploads/sites/8190/2023/11/high-gauge.png" alt="Fuel gauge symbol pictured in light green pointing to high level to denote 67-99% success rate" width="22" height="19" /> <strong>High </strong>(67-99%): Almost there. The file is accessible but more improvements are possible.</p>
<p><strong><img loading="lazy" decoding="async" class="alignnone size-full wp-image-90" src="https://blogs.ed.ac.uk/kneuman2/wp-content/uploads/sites/8190/2023/11/Perfect-gauge.png" alt="Fuel gauge symbol pictured in dark green pointing to full tank level to denote 100% success rate" width="22" height="19" /> Perfect </strong>(100%): Perfect! Ally didn’t identify any accessibility issues but further improvements may still be possible.</p>
<p>Now, a scan for alternative text, in spite of the potential for AI to play a part here in future, cannot infer the context for the teaching resource and the focus the image might have in the lesson plan in the assessment of the appropriateness of ALT text. Ally is first and foremost an editing tool for the instructor, and a convenient conversion tool for the students. Accessibility needs remain to be assessed at the human level. So what do we do to assure we keep the service on track?</p>
<ul>
<li>Training; we must foster a keen awareness of what constitute accessible design in our digital service landscape</li>
<li>Testing; we must test out applications and websites to identify and mitigate challenges in accessibility</li>
<li>Research; we must continue to learn about digital trends, possible new solutions and developments in assistive technology, and accessible design</li>
<li>Feedback; we must actively listen to user feedback to satisfy ourselves that we are not merely offering a legally compliant but a practical and usable service solution and that users understand the benefits and limits of the tools we provide; evaluating our service data can support this conversation (and I hope to go into more detail about this in my next blog).</li>
</ul>
<p>What I have found in the course of the launch of Ally is that users, academics and technologists alike, need to know not only what the barriers of student users may be, and what assistive technologies might be employed, but how to make the leap between the informational content, the educational experience or activities, and the digital needs of the programmes to make it operate for other software.  Whilst it is important to point out that accessibility needs are as diverse as the subjects we offer in teaching, focused on honing different skills and abilities, the same goes for assistive technologies. There will never be a one-size-fits-all. And that is a positive thing. It curtails our tendency to reduce accessibility to a tick box exercise. Checking for accessibility remains at all times an iterative process. With Ally, we have one more tool to help us orientate ourselves amidst this ever evolving digital landscape.</p>
<p> </p>

			<span class="uoe-published-time uoe-seo-hidden-area">
				<time datetime="2023-12-04" itemprop="dateModified">Dec 4, 2023</time>
			</span>
		]]></content:encoded>
					
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			</item>
		<item>
		<title>Accessible by design</title>
		<link>https://blogs.ed.ac.uk/kneuman2/2023/07/25/accessible-by-design/</link>
					<comments>https://blogs.ed.ac.uk/kneuman2/2023/07/25/accessible-by-design/#respond</comments>
		
		<dc:creator><![CDATA[Kat]]></dc:creator>
		<pubDate>Tue, 25 Jul 2023 07:20:48 +0000</pubDate>
				<category><![CDATA[general]]></category>
		<category><![CDATA[#digitalaccessibility]]></category>
		<guid isPermaLink="false">https://blogs.ed.ac.uk/kneuman2/?p=59</guid>

					<description><![CDATA[For many years I have worked as a proof-reader and editor on an assignment basis. It seemed a suitable outlet to my fastidious nature and relentless drive for detail (attributes that I have only marginally been able to tamper for polite society since). What it has given me, however, is a deep appreciation of the […]]]></description>
										<content:encoded><![CDATA[
<p>For many years I have worked as a proof-reader and editor on an assignment basis. It seemed a suitable outlet to my fastidious nature and relentless drive for detail (attributes that I have only marginally been able to tamper for polite society since). What it has given me, however, is a deep appreciation of the intricacies of good type setting, clean style guides and accurate referencing.</p>
<p>Fast forward to the present day, I am starting to learn more about the digital footprint all these choices and settings create and which of them support interoperability with assistive technologies. What used to be, to my untrained eye, just a flat surface, a 2-dimensional choice of matching the style to the words for the benefit of the reader, suddenly had 3 dimensions: making the text comprehensible to technology to assist in its easy transformation across media by means of tags and codes and alt text… and with it opening up to a more agile interaction with that all-important source material that was being communicated.</p>
<p>So I have set myself two goals: to collate reference material in support of accessibility that may help in designing documents at the outset with accessibility in mind; and to work on some style sheets that can meaningfully integrate what characteristics might be required for different materials to make them meaningfully accessible in their own context and user groups. </p>
<p>What does it take to annotate an art textbook in digital print? What software best integrates disciplinary challenges like specialist symbols and characters? What etiquette rules should be followed in the landscape of gifs and emoji?  How can good editing eliminate additional workflows and processes to create differently accessible materials? Is there really ever going to be a “golden copy”?</p>
<p>Let the journey begin <img decoding="async" src="https://statics.teams.cdn.office.net/evergreen-assets/personal-expressions/v2/assets/emoticons/mmm/default/50_f.png?v=v17" alt="Mmmmm…" width="20px" height="20px" aria-label="Mmmmm…" /></p>
<h4>Accessibility Resources </h4>
<p>Government Digital Service – <a href="https://accessibility.blog.gov.uk/2017/10/23/an-accessibility-reading-list/">An accessibility reading list – Accessibility in government (blog.gov.uk)</a></p>
<p>TextBox Digital – Designing Accessibly – <a href="https://www.textboxdigital.com/aspiredatabase-education/university-of-kent">University of Kent (textboxdigital.com)</a></p>
<p>Universal Design for Learning Guidelines <a href="https://udlguidelines.cast.org/">UDL: The UDL Guidelines (cast.org)</a></p>
<p>Ally Accessibility Formats <a href="https://sites.reading.ac.uk/tel-support-for-students/2018/09/21/blackboard-ally-getting-started-with-alternative-accessible-formats/">Blackboard Ally: Getting started with alternative accessible formats – Blackboard Help for Students – University of Reading</a></p>
<p>Guidelines for Assessment Descriptions <a href="https://www.nwea.org/uploads/2022/11/Image-Description-Guidelines-for-Assessments_NWEA_2021.pdf" class="mtli_attachment mtli_pdf">NWEA Image Description Guidelines for Assessments</a></p>
<p>Guide to writing ALT text <a href="https://matthewdeeprose.github.io/alt-text-images-charts-graphs.html">What is alternative text? How do I write it for images, charts, and graphs? (matthewdeeprose.github.io)</a></p>
<p>Accessibility Resources Portfolio <a href="https://inclusiveinstructionaldesign.com/favorite-resources/#STEM_Accessibility">Favorite Resources – Inclusive Instructional Design</a></p>
<h4>Visuals and Graphics around Accessibility</h4>
<p>Designing for Accessibility Dos and Dont’s – https://accessibility.blog.gov.uk/2016/09/02/dos-and-donts-on-designing-for-accessibility/</p>
<h4>Accessibility standards, compliance legislation and tools</h4>
<p><a href="https://www.legislation.gov.uk/uksi/2018/952/contents/made">The Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018 (legislation.gov.uk)</a></p>
<p><a href="https://aha.elliance.com/2017/12/30/ada-accessibility-compliance-for-college-and-university-websites/">ADA Accessibility Compliance for College and University Websites | Aha! :: Elliance Blog</a></p>
<p><a href="https://www.w3.org/TR/WCAG-EM/">Website Accessibility Conformance Evaluation Methodology (WCAG-EM) 1.0 (w3.org)</a><br /><a href="https://www.w3.org/WAI/test-evaluate/#conformance">Evaluating Web Accessibility Overview | Web Accessibility Initiative (WAI) | W3C</a></p>
<p>Maintaining Accessibility <a href="https://www.w3.org/WAI/planning-and-managing/sustain/">Sustain | Web Accessibility Initiative (WAI) | W3C</a></p>
<p>Contrast Checker <a href="https://webaim.org/resources/contrastchecker/">WebAIM: Contrast Checker</a></p>
<p>MS Office Accessibility Inspector <a href="https://matthewdeeprose.github.io/inspector_for_all">Accessibility Inspector for Everyone (matthewdeeprose.github.io)</a></p>
<p>Nvda Screen Reader <a href="https://www.nvaccess.org/download/">NV Access | Download NVDA</a></p>
<h4>Reporting around Accessibility</h4>
<p>University of Edinburgh – <a href="https://www.ed.ac.uk/equality-diversity/about/reports">Monitoring and Data | The University of Edinburgh</a></p>
<h4>Community</h4>
<p>Anthology Accessibility Discussion Board <a href="https://community.anthology.com/discuss/viewcategory/91">Accessibility – The Anthology Community</a></p>
<p>Anthology Ally User Group <a href="https://usergroup.ally.ac/dashboard">Dashboard – Ally User Group</a></p>
<p>Digital Accessibility at the University of Reading <a href="https://www.reading.ac.uk/digital-accessibility/digital-accessibility-section/user-stories">User stories (reading.ac.uk)</a></p>
<p>AbilityNet <a href="https://abilitynet.org.uk/accessibility-services/what-digital-accessibility">What is Digital Accessibility? | AbilityNet</a></p>
<p>Champians of Accessibility Network <a href="https://www.skyscanner.net/company-news/introducing-the-champions-of-accessibility-network">Introducing the Champions of Accessibility Network | Skyscanner’s Travel Blog</a></p>
<p>UoE Intern view of LaTeX <a href="https://blogs.ed.ac.uk/isintern/2023/08/15/lewis-forbes-latex-and-accessibility/">Lewis Forbes – LaTeX and Accessibility – Information Services Group: Student Employee Blog (ed.ac.uk)</a></p>
<h4>Self-help and training materials</h4>
<p>Discovering Learning styles <a href="https://ecampusontario.pressbooks.pub/learner/front-matter/introduction/">Enter The Learning – Liberated Learners (pressbooks.pub)</a></p>
<p>ABC Teaching toolkit <a href="https://www.ed.ac.uk/information-services/learning-technology/learning-design/abc/toolkit-for-facilitators">Toolkit for facilitators | The University of Edinburgh</a></p>
<p><a href="https://support.microsoft.com/en-us/office/make-your-powerpoint-presentations-accessible-to-people-with-disabilities-6f7772b2-2f33-4bd2-8ca7-dae3b2b3ef25">Make your PowerPoint presentations accessible to people with disabilities – Microsoft Support</a></p>
<h4>University of Edinburgh Resources</h4>
<p><a href="https://media.ed.ac.uk/playlist/details/1_qd3s9zbx">Playlist Details – Global Accessibility Awareness Day – 18 May 2023 – Media Hopper Create</a></p>
<p><a href="https://www.ed.ac.uk/information-services/help-consultancy/accessibility/creating-materials">Creating accessible materials | The University of Edinburgh</a></p>
<p><a href="https://www.ed.ac.uk/information-services/learning-technology/accessibility">Learning Technology and Accessibility | The University of Edinburgh</a></p>
<p> </p>
<p> </p>

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				<time datetime="2023-07-25" itemprop="dateModified">Jul 25, 2023</time>
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		<title>Welcome!</title>
		<link>https://blogs.ed.ac.uk/kneuman2/2018/08/08/hello-world/</link>
					<comments>https://blogs.ed.ac.uk/kneuman2/2018/08/08/hello-world/#comments</comments>
		
		<dc:creator><![CDATA[Blog administrator]]></dc:creator>
		<pubDate>Wed, 08 Aug 2018 14:05:17 +0000</pubDate>
				<category><![CDATA[#general]]></category>
		<guid isPermaLink="false">https://blogs.ed.ac.uk/kneuman2/?p=1</guid>

					<description><![CDATA[Welcome to Digital Sojourns! Thanks for stopping by. I hope you will find my content interesting, and if, like me, you get excited over IT drop me a comment if you think there are things out there I haven’t seen and maybe should! Together we can make this into a diverting and educational space. I’m […]]]></description>
										<content:encoded><![CDATA[<h1>Welcome to Digital Sojourns!</h1>
<p>Thanks for stopping by.</p>
<p>I hope you will find my content interesting, and if, like me, you get excited over IT drop me a comment if you think there are things out there I haven’t seen and maybe should! Together we can make this into a diverting and educational space.</p>
<p>I’m leaving the little guidance notes underneath for reference until I made a bit of progress on the content for this blog… hopefully you will see development along the way.</p>
<blockquote><p>For help and advice on getting started with a WordPress blog, see the <a href="https://www.ed.ac.uk/information-services/learning-technology/blogging">Academic Blogging help pages</a>.</p>
<p><strong>Your blog is private by default</strong></p>
<p>You can open your blog up to as many or as few people as you like in <strong>Dashboard > Settings > Reading > Site Visibility</strong>:</p>
<ul>
<li>You can open your blog up to specific University members by adding them as users to your blog.</li>
<li>You can open your blog up to all University members who have an EASE login.</li>
<li>You can make you blog open to the world.</li>
</ul>
<p> </p>
<p>The featured image on this post comes from the University Collections. If you want to use more images in your blog posts, or perhaps use your own choice of image in your blog header, you can:<strong><br />
</strong></p>
<ul>
<li><a href="https://www.flickr.com/photos/crcedinburgh/albums/with/72157651943511750">Browse a selection of images on Flickr</a> from the Collections that are available for you to use on open licenses.</li>
<li><a href="https://images.is.ed.ac.uk/">Search the full online image collections</a>.</li>
<li><a href="http://open.ed.ac.uk/how-to-guides/">Find more information about searching for and using openly licensed images</a> on the Open.ed site.</li>
</ul>
<p> </p>
<p>You should read the <a href="https://www.ed.ac.uk/is/blogging/terms">Terms of Use</a> if you haven’t already.</p></blockquote>
<p>			<span class="uoe-published-time uoe-seo-hidden-area"><br />
				<time datetime="2018-08-08" itemprop="dateModified">Aug 8, 2018</time><br />
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		<title>Working hand in hand</title>
		<link>https://blogs.ed.ac.uk/kneuman2/2025/12/10/working-hand-in-hand/</link>
					<comments>https://blogs.ed.ac.uk/kneuman2/2025/12/10/working-hand-in-hand/#respond</comments>
		
		<dc:creator><![CDATA[Kat]]></dc:creator>
		<pubDate>Wed, 10 Dec 2025 10:10:05 +0000</pubDate>
				<category><![CDATA[general]]></category>
		<category><![CDATA[dlam-feed]]></category>
		<guid isPermaLink="false">https://blogs.ed.ac.uk/kneuman2/?p=126</guid>

					<description><![CDATA[A lot of the time IT services are supporting users – that is, students and teaching staff – or work quietly in the background to assure systems and infrastructure are in good shape and fit for purpose. In my own role I rarely have an opportunity to see what happens “on the ground”, in the […]]]></description>
										<content:encoded><![CDATA[<p>A lot of the time IT services are supporting users – that is, students and teaching staff – or work quietly in the background to assure systems and infrastructure are in good shape and fit for purpose. In my own role I rarely have an opportunity to see what happens “on the ground”, in the physical teaching environments. However, recently I was attending a staff training event for Data Protection Champions, and it ended up being an exciting little showcase of how our services work together to make learning and teaching happen. Not just for students <img src="https://s.w.org/images/core/emoji/16.0.1/72x72/1f642.png" alt="🙂" class="wp-smiley" style="height: 1em; max-height: 1em;" /></p>
<p>What are Data Protection Champions? These are a group of staff members who commit to staying up to date on current developments across the university on matters intersecting with Data Protection and to help keep information otherwise available on the web current in discussions and work locally. The Community Meetings help to exchange knowledge and ask questions to understand in better detail what processes and procedures are designed to do and to disambiguate the legalese that necessarily accompanies legal and compliance rules and regulations.</p>
<p>In other words, understanding the details is important, and summarising this “second hand” is not always easy. This prompted some champions to reach out to the organiser asking if the event could be recorded.</p>
<p>This was not a Teams meeting. But, it was set at a lecture theatre with Lecture recording facilities. So after a little consideration of alternatives (recording in segments on a mobile phone? recording via Kaltura video recorder from a laptop?) we set to work out what might need to happen to make use of the lecture recording equipment.</p>
<ul>
<li>Sound check – oh my. Somehow feedback reverberating in stereo through the theatre makes for a great alarm clock, but it transpired quite quickly that we were in need of support. A colleague from Digital Spaces Tech attended within minutes – and some troubleshooting later had all the microphones operating normally. Sigh of relief – we can all hear and know this will be captured in the recording.</li>
<li>Recording – typically recordings are linked to course delivery in our VLE, Learn. And timetabling allows for lectures to be added to the courses automatically. When requesting an ad-hoc recording, this is available to instructors; or can be supported from the Media Service team with a little notice. In our case, notice was very limited, and the support from the service team was invaluable. The lights of the recording equipment turned red – on time for the meeting to start.</li>
<li>Processing – with the event being a full morning, including a break for coffee and networking, the recording took some time to process on the system. With help from the service team, this time duly recorded using our ticketing system Unidesk, the recording was modified to exclude the break to make this more convenient for champions to review once shared.</li>
</ul>
<p>Since the event was not associated with a course or programme, and the default of our lecture recordings setup via the VLE did not apply, sharing recordings is not automatic. The system is designed to safeguard teaching activities and keep permissions for processing and sharing details in line with the terms and conditions of service. Data Protection compliance at its best. Staff training, still falls within the remit of teaching, but staff training is not hosted on our VLE Learn, again, in order to comply with the terms and conditions of service for the VLE. On guidance from the Media Service team we requested for the migration of the video to our other media channel, Media Hopper Create. With this being the first interaction on the service the help and support with this process was incredibly appreciated by the organiser and all involved in the event.</p>
<ul>
<li>Migrating – as part of this whole process, I discovered a whole new set of environments that can be logged into, alas, because my account is linked to a playground account, and I was not the owner of the video recording, we took up the kind offer of support from the Media Service team who brought the video into Media Hopper Create, which offers captioning and wider sharing permissions.</li>
<li>Sharing – as with many of our services, the ability to secure content is shared with the appropriate user groups is really important. Materials can be set to only exist for the video owner (private), made accessible only to users who have been given the link (unlisted) or be made public to all users. In addition, licensing selections assure that users are informed of what is permissible with regards to use of the content and copyright.</li>
</ul>
<p>The support and efforts across the different teams was a really good reminder of why working in ISG / LTW / DLAM is such a rewarding experience. Sometimes we end up being in the role of our own users, and colleagues come to our rescue and support to make the most of the teaching and training that keeps our service provisions compliant and up to date.</p>
<p> </p>
<p> </p>

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				<time datetime="2025-12-10" itemprop="dateModified">Dec 10, 2025</time>
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		<title>What’s in a measure? Considerations on Anthology Ally</title>
		<link>https://blogs.ed.ac.uk/kneuman2/2023/12/04/whats-in-a-measure-considerations-on-anthology-ally/</link>
					<comments>https://blogs.ed.ac.uk/kneuman2/2023/12/04/whats-in-a-measure-considerations-on-anthology-ally/#respond</comments>
		
		<dc:creator><![CDATA[Kat]]></dc:creator>
		<pubDate>Mon, 04 Dec 2023 11:09:51 +0000</pubDate>
				<category><![CDATA[Uncategorised]]></category>
		<category><![CDATA[accessibility]]></category>
		<category><![CDATA[dlam-feed]]></category>
		<guid isPermaLink="false">https://blogs.ed.ac.uk/kneuman2/?p=85</guid>

					<description><![CDATA[Let me take a moment to share my thoughts around one of our newer services with Learning, Teaching and Web: Anthology Ally. Accessibility is fast becoming one of my favourite topics working within DLAM. A Humanities graduate myself, maybe the link between Hermeneutics (Interpretation theory) and digital transformations in accessible design play a part. Whilst […]]]></description>
										<content:encoded><![CDATA[<p>Let me take a moment to share my thoughts around one of our newer services with Learning, Teaching and Web: Anthology Ally. Accessibility is fast becoming one of my favourite topics working within DLAM. A Humanities graduate myself, maybe the link between Hermeneutics (Interpretation theory) and digital transformations in accessible design play a part. Whilst I used to be primarily concerned about the meaning behind the words, I now find myself deeply fascinated by the (digital) transactions that take place to transmit and present information, and the tools it takes to make this happen!</p>
<p><span class="TextRun SCXW170933220 BCX8" lang="EN-GB" xml:lang="EN-GB" data-contrast="auto"><span class="NormalTextRun CommentStart CommentHighlightPipeRest CommentHighlightRest SCXW170933220 BCX8">Digital accessibility refers to </span><span class="NormalTextRun CommentHighlightRest SCXW170933220 BCX8">digital content </span><span class="NormalTextRun CommentHighlightRest SCXW170933220 BCX8">that has been reviewed and tested to be </span><span class="NormalTextRun CommentHighlightRest SCXW170933220 BCX8">accessible to the widest possible audience and be free from any avoidable access restrictions when using assisti</span><span class="NormalTextRun CommentHighlightRest SCXW170933220 BCX8">ve technologies. </span><span class="NormalTextRun CommentHighlightRest SCXW170933220 BCX8">In the broad landscape of software, programmes and platforms, readability and interoperability </span><span class="NormalTextRun CommentHighlightRest SCXW170933220 BCX8">are crucial if we are to enable our users to interact with out content in an output format suited to th</span><span class="NormalTextRun CommentHighlightRest SCXW170933220 BCX8">eir needs. Thus, for accessibility to </span><span class="NormalTextRun CommentHighlightRest SCXW170933220 BCX8">translate to digital media </span><span class="NormalTextRun CommentHighlightRest SCXW170933220 BCX8">educational design (content focussed), interoperability, and user navigation and software availability</span><span class="NormalTextRun CommentHighlightRest SCXW170933220 BCX8"> all play a part</span><span class="NormalTextRun CommentHighlightRest SCXW170933220 BCX8">. </span><span class="NormalTextRun CommentHighlightRest SCXW170933220 BCX8">To achieve this, </span><span class="NormalTextRun CommentHighlightRest SCXW170933220 BCX8">the ability </span><span class="NormalTextRun CommentHighlightRest SCXW170933220 BCX8">to review and revise </span><span class="NormalTextRun CommentHighlightPipeRest SCXW170933220 BCX8">core information – such as</span><span class="NormalTextRun SCXW170933220 BCX8"> file properties,</span><span class="NormalTextRun SCXW170933220 BCX8"> logical </span><span class="NormalTextRun SCXW170933220 BCX8">input</span><span class="NormalTextRun SCXW170933220 BCX8"> and design </span><span class="NormalTextRun SCXW170933220 BCX8">elements</span><span class="NormalTextRun SCXW170933220 BCX8"> – </span><span class="NormalTextRun SCXW170933220 BCX8">this data </span><span class="NormalTextRun SCXW170933220 BCX8">must be clearly readable to </span><span class="NormalTextRun SCXW170933220 BCX8">a variety of </span><span class="NormalTextRun SCXW170933220 BCX8">software </span><span class="NormalTextRun SCXW170933220 BCX8">before the </span><span class="NormalTextRun SCXW170933220 BCX8">output</span><span class="NormalTextRun SCXW170933220 BCX8"> can be guaranteed</span><span class="NormalTextRun SCXW170933220 BCX8">. Who else remembers the wonders of opening a foreign file extension with Word and being faced with code </span><span class="NormalTextRun SCXW170933220 BCX8">rendered</span><span class="NormalTextRun SCXW170933220 BCX8"> in Webdings?</span></span><span class="EOP SCXW170933220 BCX8" data-ccp-props="{"201341983":0,"335559739":160,"335559740":259}"> </span></p>
<p><span class="NormalTextRun SCXW185165916 BCX8">Our ability to alter and edit our content and </span><span class="NormalTextRun SCXW185165916 BCX8">render</span><span class="NormalTextRun SCXW185165916 BCX8"> it accessible at all levels, is critical. </span>Anthology Ally offers us a window into the system level dialogue of our digital learning environment and the digital media we populate our classrooms with. Ally is a software integration on our primary VLE that scans contents for digital accessibility, its meta text, settings and requirements hidden behind the on-the-face output. It allows the users to identify accessibility issues at software level and supports some measures of fixing these; as well as enabling the conversion of files into alternative formats. Alternative formats can make teaching resources more adaptable to the diverse needs and wants of our students. Changing file type may help in presenting a file more adaptive to screen size; opting for a different display modus can support reading; access to audio can allow you to listen back on materials whilst working out, running chores or on the commute… with a diverse student body, we have the opportunity to fit all our teaching courses into a more flexible learning style. An improved digital experience supports all our learners, and having a chance to gauge better what poses a hindrance to assistive technology will make an impact to our users!</p>
<figure id="attachment_87" aria-describedby="caption-attachment-87" style="width: 300px" class="wp-caption alignnone"><img loading="lazy" decoding="async" class="size-medium wp-image-87" src="https://blogs.ed.ac.uk/kneuman2/wp-content/uploads/sites/8190/2023/11/accessibility-formats-300x224.png" alt="Image title: Know your options. Chose a format that's right for you. List of alternative formats and their advantages shows 8 items. Item 1 Format: OCRed PDF for automatically extracted text. Advantage: Improved scanned documents for better reading and text search. Item 2 Format: Tagged PDF for a structured PDF for assistive technology. Advantage: Improved structure for navigation, essential for screen readers. Item 3 Format: HTML for browser and mobile. Advantage: Customize your text with a file that adapts text to mobile screen sizes. Item 4 Format: ePub for reading on tablets and e-book readers. Advantage: usable for ebooks on tablets to annotate and highlight. Item 5 Format: Electronic braille in BRF file format. Advantage: supports tactile reading and offers relief from screenreaders. Item 6 Format: Audio as MP3 recording of text. Advantage: Listen and learn on the go by engaging different modalities. Item 7 Format: BeeLine Reader. This creates a machine translated version of the document. Advantage: Improved on-screen reading to read faster and with greater focus. Item 8 Format: Translated version (this is an opt-in product) offering a machine translated version of the document. Advantage: Translates text to one of 50 different languages. Speak to Information Services if you are interested in this version." width="300" height="224" srcset="https://blogs.ed.ac.uk/kneuman2/wp-content/uploads/sites/8190/2023/11/accessibility-formats-300x224.png 300w, https://blogs.ed.ac.uk/kneuman2/wp-content/uploads/sites/8190/2023/11/accessibility-formats.png 343w" sizes="auto, (max-width: 300px) 100vw, 300px" /><figcaption id="caption-attachment-87" class="wp-caption-text">Table of available alternative formats</figcaption></figure>
<p>Here at DLAM testing out our service solutions to assure that they work as intended and integrate seamlessly (we can but try!) into our existing service environment is a wonderful part of the job. The <a href="https://www.w3.org/TR/WCAG21/">Web Content Accessibility Guidelines (WCAG) 2.1</a> (version 2.2 has been launched in October) offer a detailed list of criteria when reviewing all our websites and applications for legal compliance <span class="TextRun SCXW56190171 BCX8" lang="EN-GB" xml:lang="EN-GB" data-contrast="auto"><span class="NormalTextRun SCXW56190171 BCX8"> under the </span></span><span class="TextRun SCXW56190171 BCX8" lang="EN-GB" xml:lang="EN-GB" data-contrast="auto"><span class="NormalTextRun SCXW56190171 BCX8">Equality Act (2010)</span></span><span class="TextRun SCXW56190171 BCX8" lang="EN-GB" xml:lang="EN-GB" data-contrast="auto"><span class="NormalTextRun SCXW56190171 BCX8"> and </span></span><span class="TextRun SCXW56190171 BCX8" lang="EN-GB" xml:lang="EN-GB" data-contrast="auto"><span class="NormalTextRun SCXW56190171 BCX8">The Equality Act 2010 (Specific Duties) (Scotland) Regulations 2012 (<a href="https://www.ed.ac.uk/about/website/accessibility/guidelines-policy-legislation">https://www.ed.ac.uk/about/website/accessibility/guidelines-policy-legislation</a>)</span></span>. One of the core efforts in the standard is that organisations have to lay bare how they identified and thought about accessibility for their products and services, and where possible, mitigated any avoidable shortcomings. In broad terms, our applications are challenged on three aspects: audio, visual and navigation / workflow; the touch points of our digital environment. It is a “dimension of interoperability” to assess whether “assistive technologies [are] working predictably with different combinations of browsers, mobile operating systems, and devices“ (<a href="https://link-springer-com.ezproxy.is.ed.ac.uk/chapter/10.1007/978-1-4842-7948-9_7">The Next Frontier – Expanding the Definition of Accessibility | SpringerLink</a>).  When testing for Ally, a core challenge for me was using assistive technology, often for the first time, and to interpret the behaviour. Whilst I was reasonably familiar with Ease of Access settings for my PC and browser, other more specialist tools I found hard to judge. What if my lack of familiarity with assistive technology in the test makes for a poor result due to difficulties with the assistive tool rather than the target interface? It is the hard to judge places that lead us to use tools to scan and evaluate what meets compliance criteria and helps us to correlate our own experience with the data we interact with.</p>
<p>To guide instructors about digital accessibility, Ally produces a score. It is meant as a guide to how clean a file is in digital terms, i.e. how successful it will be in converting to an alternative file format or being negotiated by any common assistive technology tool. So taking a moment to demystify the scoring for a moment should clear our view to how Ally supports our wider mission to produce accessible learning and teaching materials.</p>
<p><img loading="lazy" decoding="async" class="alignnone size-full wp-image-86" src="https://blogs.ed.ac.uk/kneuman2/wp-content/uploads/sites/8190/2023/11/Low-gauge.png" alt="Fuel gauge symbol pictured in red pointing to low level to denote 0-33% success rate" width="22" height="19" /> <strong>Low </strong>(0-33%): Needs help! There are severe accessibility issues.</p>
<p><img loading="lazy" decoding="async" class="alignnone size-full wp-image-89" src="https://blogs.ed.ac.uk/kneuman2/wp-content/uploads/sites/8190/2023/11/Medium-gauge.png" alt="Fuel gauge symbol pictured in amber pointing to mid-level to denote 34-66% success rate" width="22" height="19" /> <strong>Medium </strong>(34-66%): A little better. The file is somewhat accessible and needs improvement.</p>
<p><img loading="lazy" decoding="async" class="alignnone size-full wp-image-88" src="https://blogs.ed.ac.uk/kneuman2/wp-content/uploads/sites/8190/2023/11/high-gauge.png" alt="Fuel gauge symbol pictured in light green pointing to high level to denote 67-99% success rate" width="22" height="19" /> <strong>High </strong>(67-99%): Almost there. The file is accessible but more improvements are possible.</p>
<p><strong><img loading="lazy" decoding="async" class="alignnone size-full wp-image-90" src="https://blogs.ed.ac.uk/kneuman2/wp-content/uploads/sites/8190/2023/11/Perfect-gauge.png" alt="Fuel gauge symbol pictured in dark green pointing to full tank level to denote 100% success rate" width="22" height="19" /> Perfect </strong>(100%): Perfect! Ally didn’t identify any accessibility issues but further improvements may still be possible.</p>
<p>Now, a scan for alternative text, in spite of the potential for AI to play a part here in future, cannot infer the context for the teaching resource and the focus the image might have in the lesson plan in the assessment of the appropriateness of ALT text. Ally is first and foremost an editing tool for the instructor, and a convenient conversion tool for the students. Accessibility needs remain to be assessed at the human level. So what do we do to assure we keep the service on track?</p>
<ul>
<li>Training; we must foster a keen awareness of what constitute accessible design in our digital service landscape</li>
<li>Testing; we must test out applications and websites to identify and mitigate challenges in accessibility</li>
<li>Research; we must continue to learn about digital trends, possible new solutions and developments in assistive technology, and accessible design</li>
<li>Feedback; we must actively listen to user feedback to satisfy ourselves that we are not merely offering a legally compliant but a practical and usable service solution and that users understand the benefits and limits of the tools we provide; evaluating our service data can support this conversation (and I hope to go into more detail about this in my next blog).</li>
</ul>
<p>What I have found in the course of the launch of Ally is that users, academics and technologists alike, need to know not only what the barriers of student users may be, and what assistive technologies might be employed, but how to make the leap between the informational content, the educational experience or activities, and the digital needs of the programmes to make it operate for other software.  Whilst it is important to point out that accessibility needs are as diverse as the subjects we offer in teaching, focused on honing different skills and abilities, the same goes for assistive technologies. There will never be a one-size-fits-all. And that is a positive thing. It curtails our tendency to reduce accessibility to a tick box exercise. Checking for accessibility remains at all times an iterative process. With Ally, we have one more tool to help us orientate ourselves amidst this ever evolving digital landscape.</p>
<p> </p>

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		<title>Accessible by design</title>
		<link>https://blogs.ed.ac.uk/kneuman2/2023/07/25/accessible-by-design/</link>
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		<dc:creator><![CDATA[Kat]]></dc:creator>
		<pubDate>Tue, 25 Jul 2023 07:20:48 +0000</pubDate>
				<category><![CDATA[general]]></category>
		<category><![CDATA[#digitalaccessibility]]></category>
		<guid isPermaLink="false">https://blogs.ed.ac.uk/kneuman2/?p=59</guid>

					<description><![CDATA[For many years I have worked as a proof-reader and editor on an assignment basis. It seemed a suitable outlet to my fastidious nature and relentless drive for detail (attributes that I have only marginally been able to tamper for polite society since). What it has given me, however, is a deep appreciation of the […]]]></description>
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<p>For many years I have worked as a proof-reader and editor on an assignment basis. It seemed a suitable outlet to my fastidious nature and relentless drive for detail (attributes that I have only marginally been able to tamper for polite society since). What it has given me, however, is a deep appreciation of the intricacies of good type setting, clean style guides and accurate referencing.</p>
<p>Fast forward to the present day, I am starting to learn more about the digital footprint all these choices and settings create and which of them support interoperability with assistive technologies. What used to be, to my untrained eye, just a flat surface, a 2-dimensional choice of matching the style to the words for the benefit of the reader, suddenly had 3 dimensions: making the text comprehensible to technology to assist in its easy transformation across media by means of tags and codes and alt text… and with it opening up to a more agile interaction with that all-important source material that was being communicated.</p>
<p>So I have set myself two goals: to collate reference material in support of accessibility that may help in designing documents at the outset with accessibility in mind; and to work on some style sheets that can meaningfully integrate what characteristics might be required for different materials to make them meaningfully accessible in their own context and user groups. </p>
<p>What does it take to annotate an art textbook in digital print? What software best integrates disciplinary challenges like specialist symbols and characters? What etiquette rules should be followed in the landscape of gifs and emoji?  How can good editing eliminate additional workflows and processes to create differently accessible materials? Is there really ever going to be a “golden copy”?</p>
<p>Let the journey begin <img decoding="async" src="https://statics.teams.cdn.office.net/evergreen-assets/personal-expressions/v2/assets/emoticons/mmm/default/50_f.png?v=v17" alt="Mmmmm…" width="20px" height="20px" aria-label="Mmmmm…" /></p>
<h4>Accessibility Resources </h4>
<p>Government Digital Service – <a href="https://accessibility.blog.gov.uk/2017/10/23/an-accessibility-reading-list/">An accessibility reading list – Accessibility in government (blog.gov.uk)</a></p>
<p>TextBox Digital – Designing Accessibly – <a href="https://www.textboxdigital.com/aspiredatabase-education/university-of-kent">University of Kent (textboxdigital.com)</a></p>
<p>Universal Design for Learning Guidelines <a href="https://udlguidelines.cast.org/">UDL: The UDL Guidelines (cast.org)</a></p>
<p>Ally Accessibility Formats <a href="https://sites.reading.ac.uk/tel-support-for-students/2018/09/21/blackboard-ally-getting-started-with-alternative-accessible-formats/">Blackboard Ally: Getting started with alternative accessible formats – Blackboard Help for Students – University of Reading</a></p>
<p>Guidelines for Assessment Descriptions <a href="https://www.nwea.org/uploads/2022/11/Image-Description-Guidelines-for-Assessments_NWEA_2021.pdf" class="mtli_attachment mtli_pdf">NWEA Image Description Guidelines for Assessments</a></p>
<p>Guide to writing ALT text <a href="https://matthewdeeprose.github.io/alt-text-images-charts-graphs.html">What is alternative text? How do I write it for images, charts, and graphs? (matthewdeeprose.github.io)</a></p>
<p>Accessibility Resources Portfolio <a href="https://inclusiveinstructionaldesign.com/favorite-resources/#STEM_Accessibility">Favorite Resources – Inclusive Instructional Design</a></p>
<h4>Visuals and Graphics around Accessibility</h4>
<p>Designing for Accessibility Dos and Dont’s – https://accessibility.blog.gov.uk/2016/09/02/dos-and-donts-on-designing-for-accessibility/</p>
<h4>Accessibility standards, compliance legislation and tools</h4>
<p><a href="https://www.legislation.gov.uk/uksi/2018/952/contents/made">The Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018 (legislation.gov.uk)</a></p>
<p><a href="https://aha.elliance.com/2017/12/30/ada-accessibility-compliance-for-college-and-university-websites/">ADA Accessibility Compliance for College and University Websites | Aha! :: Elliance Blog</a></p>
<p><a href="https://www.w3.org/TR/WCAG-EM/">Website Accessibility Conformance Evaluation Methodology (WCAG-EM) 1.0 (w3.org)</a><br /><a href="https://www.w3.org/WAI/test-evaluate/#conformance">Evaluating Web Accessibility Overview | Web Accessibility Initiative (WAI) | W3C</a></p>
<p>Maintaining Accessibility <a href="https://www.w3.org/WAI/planning-and-managing/sustain/">Sustain | Web Accessibility Initiative (WAI) | W3C</a></p>
<p>Contrast Checker <a href="https://webaim.org/resources/contrastchecker/">WebAIM: Contrast Checker</a></p>
<p>MS Office Accessibility Inspector <a href="https://matthewdeeprose.github.io/inspector_for_all">Accessibility Inspector for Everyone (matthewdeeprose.github.io)</a></p>
<p>Nvda Screen Reader <a href="https://www.nvaccess.org/download/">NV Access | Download NVDA</a></p>
<h4>Reporting around Accessibility</h4>
<p>University of Edinburgh – <a href="https://www.ed.ac.uk/equality-diversity/about/reports">Monitoring and Data | The University of Edinburgh</a></p>
<h4>Community</h4>
<p>Anthology Accessibility Discussion Board <a href="https://community.anthology.com/discuss/viewcategory/91">Accessibility – The Anthology Community</a></p>
<p>Anthology Ally User Group <a href="https://usergroup.ally.ac/dashboard">Dashboard – Ally User Group</a></p>
<p>Digital Accessibility at the University of Reading <a href="https://www.reading.ac.uk/digital-accessibility/digital-accessibility-section/user-stories">User stories (reading.ac.uk)</a></p>
<p>AbilityNet <a href="https://abilitynet.org.uk/accessibility-services/what-digital-accessibility">What is Digital Accessibility? | AbilityNet</a></p>
<p>Champians of Accessibility Network <a href="https://www.skyscanner.net/company-news/introducing-the-champions-of-accessibility-network">Introducing the Champions of Accessibility Network | Skyscanner’s Travel Blog</a></p>
<p>UoE Intern view of LaTeX <a href="https://blogs.ed.ac.uk/isintern/2023/08/15/lewis-forbes-latex-and-accessibility/">Lewis Forbes – LaTeX and Accessibility – Information Services Group: Student Employee Blog (ed.ac.uk)</a></p>
<h4>Self-help and training materials</h4>
<p>Discovering Learning styles <a href="https://ecampusontario.pressbooks.pub/learner/front-matter/introduction/">Enter The Learning – Liberated Learners (pressbooks.pub)</a></p>
<p>ABC Teaching toolkit <a href="https://www.ed.ac.uk/information-services/learning-technology/learning-design/abc/toolkit-for-facilitators">Toolkit for facilitators | The University of Edinburgh</a></p>
<p><a href="https://support.microsoft.com/en-us/office/make-your-powerpoint-presentations-accessible-to-people-with-disabilities-6f7772b2-2f33-4bd2-8ca7-dae3b2b3ef25">Make your PowerPoint presentations accessible to people with disabilities – Microsoft Support</a></p>
<h4>University of Edinburgh Resources</h4>
<p><a href="https://media.ed.ac.uk/playlist/details/1_qd3s9zbx">Playlist Details – Global Accessibility Awareness Day – 18 May 2023 – Media Hopper Create</a></p>
<p><a href="https://www.ed.ac.uk/information-services/help-consultancy/accessibility/creating-materials">Creating accessible materials | The University of Edinburgh</a></p>
<p><a href="https://www.ed.ac.uk/information-services/learning-technology/accessibility">Learning Technology and Accessibility | The University of Edinburgh</a></p>
<p> </p>
<p> </p>

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		<title>Welcome!</title>
		<link>https://blogs.ed.ac.uk/kneuman2/2018/08/08/hello-world/</link>
					<comments>https://blogs.ed.ac.uk/kneuman2/2018/08/08/hello-world/#comments</comments>
		
		<dc:creator><![CDATA[Blog administrator]]></dc:creator>
		<pubDate>Wed, 08 Aug 2018 14:05:17 +0000</pubDate>
				<category><![CDATA[#general]]></category>
		<guid isPermaLink="false">https://blogs.ed.ac.uk/kneuman2/?p=1</guid>

					<description><![CDATA[Welcome to Digital Sojourns! Thanks for stopping by. I hope you will find my content interesting, and if, like me, you get excited over IT drop me a comment if you think there are things out there I haven’t seen and maybe should! Together we can make this into a diverting and educational space. I’m […]]]></description>
										<content:encoded><![CDATA[<h1>Welcome to Digital Sojourns!</h1>
<p>Thanks for stopping by.</p>
<p>I hope you will find my content interesting, and if, like me, you get excited over IT drop me a comment if you think there are things out there I haven’t seen and maybe should! Together we can make this into a diverting and educational space.</p>
<p>I’m leaving the little guidance notes underneath for reference until I made a bit of progress on the content for this blog… hopefully you will see development along the way.</p>
<blockquote><p>For help and advice on getting started with a WordPress blog, see the <a href="https://www.ed.ac.uk/information-services/learning-technology/blogging">Academic Blogging help pages</a>.</p>
<p><strong>Your blog is private by default</strong></p>
<p>You can open your blog up to as many or as few people as you like in <strong>Dashboard > Settings > Reading > Site Visibility</strong>:</p>
<ul>
<li>You can open your blog up to specific University members by adding them as users to your blog.</li>
<li>You can open your blog up to all University members who have an EASE login.</li>
<li>You can make you blog open to the world.</li>
</ul>
<p> </p>
<p>The featured image on this post comes from the University Collections. If you want to use more images in your blog posts, or perhaps use your own choice of image in your blog header, you can:<strong><br />
</strong></p>
<ul>
<li><a href="https://www.flickr.com/photos/crcedinburgh/albums/with/72157651943511750">Browse a selection of images on Flickr</a> from the Collections that are available for you to use on open licenses.</li>
<li><a href="https://images.is.ed.ac.uk/">Search the full online image collections</a>.</li>
<li><a href="http://open.ed.ac.uk/how-to-guides/">Find more information about searching for and using openly licensed images</a> on the Open.ed site.</li>
</ul>
<p> </p>
<p>You should read the <a href="https://www.ed.ac.uk/is/blogging/terms">Terms of Use</a> if you haven’t already.</p></blockquote>
<p>			<span class="uoe-published-time uoe-seo-hidden-area"><br />
				<time datetime="2018-08-08" itemprop="dateModified">Aug 8, 2018</time><br />
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		<title>Working hand in hand</title>
		<link>https://blogs.ed.ac.uk/kneuman2/2025/12/10/working-hand-in-hand/</link>
					<comments>https://blogs.ed.ac.uk/kneuman2/2025/12/10/working-hand-in-hand/#respond</comments>
		
		<dc:creator><![CDATA[Kat]]></dc:creator>
		<pubDate>Wed, 10 Dec 2025 10:10:05 +0000</pubDate>
				<category><![CDATA[general]]></category>
		<category><![CDATA[dlam-feed]]></category>
		<guid isPermaLink="false">https://blogs.ed.ac.uk/kneuman2/?p=126</guid>

					<description><![CDATA[A lot of the time IT services are supporting users – that is, students and teaching staff – or work quietly in the background to assure systems and infrastructure are in good shape and fit for purpose. In my own role I rarely have an opportunity to see what happens “on the ground”, in the […]]]></description>
										<content:encoded><![CDATA[<p>A lot of the time IT services are supporting users – that is, students and teaching staff – or work quietly in the background to assure systems and infrastructure are in good shape and fit for purpose. In my own role I rarely have an opportunity to see what happens “on the ground”, in the physical teaching environments. However, recently I was attending a staff training event for Data Protection Champions, and it ended up being an exciting little showcase of how our services work together to make learning and teaching happen. Not just for students <img src="https://s.w.org/images/core/emoji/16.0.1/72x72/1f642.png" alt="🙂" class="wp-smiley" style="height: 1em; max-height: 1em;" /></p>
<p>What are Data Protection Champions? These are a group of staff members who commit to staying up to date on current developments across the university on matters intersecting with Data Protection and to help keep information otherwise available on the web current in discussions and work locally. The Community Meetings help to exchange knowledge and ask questions to understand in better detail what processes and procedures are designed to do and to disambiguate the legalese that necessarily accompanies legal and compliance rules and regulations.</p>
<p>In other words, understanding the details is important, and summarising this “second hand” is not always easy. This prompted some champions to reach out to the organiser asking if the event could be recorded.</p>
<p>This was not a Teams meeting. But, it was set at a lecture theatre with Lecture recording facilities. So after a little consideration of alternatives (recording in segments on a mobile phone? recording via Kaltura video recorder from a laptop?) we set to work out what might need to happen to make use of the lecture recording equipment.</p>
<ul>
<li>Sound check – oh my. Somehow feedback reverberating in stereo through the theatre makes for a great alarm clock, but it transpired quite quickly that we were in need of support. A colleague from Digital Spaces Tech attended within minutes – and some troubleshooting later had all the microphones operating normally. Sigh of relief – we can all hear and know this will be captured in the recording.</li>
<li>Recording – typically recordings are linked to course delivery in our VLE, Learn. And timetabling allows for lectures to be added to the courses automatically. When requesting an ad-hoc recording, this is available to instructors; or can be supported from the Media Service team with a little notice. In our case, notice was very limited, and the support from the service team was invaluable. The lights of the recording equipment turned red – on time for the meeting to start.</li>
<li>Processing – with the event being a full morning, including a break for coffee and networking, the recording took some time to process on the system. With help from the service team, this time duly recorded using our ticketing system Unidesk, the recording was modified to exclude the break to make this more convenient for champions to review once shared.</li>
</ul>
<p>Since the event was not associated with a course or programme, and the default of our lecture recordings setup via the VLE did not apply, sharing recordings is not automatic. The system is designed to safeguard teaching activities and keep permissions for processing and sharing details in line with the terms and conditions of service. Data Protection compliance at its best. Staff training, still falls within the remit of teaching, but staff training is not hosted on our VLE Learn, again, in order to comply with the terms and conditions of service for the VLE. On guidance from the Media Service team we requested for the migration of the video to our other media channel, Media Hopper Create. With this being the first interaction on the service the help and support with this process was incredibly appreciated by the organiser and all involved in the event.</p>
<ul>
<li>Migrating – as part of this whole process, I discovered a whole new set of environments that can be logged into, alas, because my account is linked to a playground account, and I was not the owner of the video recording, we took up the kind offer of support from the Media Service team who brought the video into Media Hopper Create, which offers captioning and wider sharing permissions.</li>
<li>Sharing – as with many of our services, the ability to secure content is shared with the appropriate user groups is really important. Materials can be set to only exist for the video owner (private), made accessible only to users who have been given the link (unlisted) or be made public to all users. In addition, licensing selections assure that users are informed of what is permissible with regards to use of the content and copyright.</li>
</ul>
<p>The support and efforts across the different teams was a really good reminder of why working in ISG / LTW / DLAM is such a rewarding experience. Sometimes we end up being in the role of our own users, and colleagues come to our rescue and support to make the most of the teaching and training that keeps our service provisions compliant and up to date.</p>
<p> </p>
<p> </p>

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		<title>What’s in a measure? Considerations on Anthology Ally</title>
		<link>https://blogs.ed.ac.uk/kneuman2/2023/12/04/whats-in-a-measure-considerations-on-anthology-ally/</link>
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		<dc:creator><![CDATA[Kat]]></dc:creator>
		<pubDate>Mon, 04 Dec 2023 11:09:51 +0000</pubDate>
				<category><![CDATA[Uncategorised]]></category>
		<category><![CDATA[accessibility]]></category>
		<category><![CDATA[dlam-feed]]></category>
		<guid isPermaLink="false">https://blogs.ed.ac.uk/kneuman2/?p=85</guid>

					<description><![CDATA[Let me take a moment to share my thoughts around one of our newer services with Learning, Teaching and Web: Anthology Ally. Accessibility is fast becoming one of my favourite topics working within DLAM. A Humanities graduate myself, maybe the link between Hermeneutics (Interpretation theory) and digital transformations in accessible design play a part. Whilst […]]]></description>
										<content:encoded><![CDATA[<p>Let me take a moment to share my thoughts around one of our newer services with Learning, Teaching and Web: Anthology Ally. Accessibility is fast becoming one of my favourite topics working within DLAM. A Humanities graduate myself, maybe the link between Hermeneutics (Interpretation theory) and digital transformations in accessible design play a part. Whilst I used to be primarily concerned about the meaning behind the words, I now find myself deeply fascinated by the (digital) transactions that take place to transmit and present information, and the tools it takes to make this happen!</p>
<p><span class="TextRun SCXW170933220 BCX8" lang="EN-GB" xml:lang="EN-GB" data-contrast="auto"><span class="NormalTextRun CommentStart CommentHighlightPipeRest CommentHighlightRest SCXW170933220 BCX8">Digital accessibility refers to </span><span class="NormalTextRun CommentHighlightRest SCXW170933220 BCX8">digital content </span><span class="NormalTextRun CommentHighlightRest SCXW170933220 BCX8">that has been reviewed and tested to be </span><span class="NormalTextRun CommentHighlightRest SCXW170933220 BCX8">accessible to the widest possible audience and be free from any avoidable access restrictions when using assisti</span><span class="NormalTextRun CommentHighlightRest SCXW170933220 BCX8">ve technologies. </span><span class="NormalTextRun CommentHighlightRest SCXW170933220 BCX8">In the broad landscape of software, programmes and platforms, readability and interoperability </span><span class="NormalTextRun CommentHighlightRest SCXW170933220 BCX8">are crucial if we are to enable our users to interact with out content in an output format suited to th</span><span class="NormalTextRun CommentHighlightRest SCXW170933220 BCX8">eir needs. Thus, for accessibility to </span><span class="NormalTextRun CommentHighlightRest SCXW170933220 BCX8">translate to digital media </span><span class="NormalTextRun CommentHighlightRest SCXW170933220 BCX8">educational design (content focussed), interoperability, and user navigation and software availability</span><span class="NormalTextRun CommentHighlightRest SCXW170933220 BCX8"> all play a part</span><span class="NormalTextRun CommentHighlightRest SCXW170933220 BCX8">. </span><span class="NormalTextRun CommentHighlightRest SCXW170933220 BCX8">To achieve this, </span><span class="NormalTextRun CommentHighlightRest SCXW170933220 BCX8">the ability </span><span class="NormalTextRun CommentHighlightRest SCXW170933220 BCX8">to review and revise </span><span class="NormalTextRun CommentHighlightPipeRest SCXW170933220 BCX8">core information – such as</span><span class="NormalTextRun SCXW170933220 BCX8"> file properties,</span><span class="NormalTextRun SCXW170933220 BCX8"> logical </span><span class="NormalTextRun SCXW170933220 BCX8">input</span><span class="NormalTextRun SCXW170933220 BCX8"> and design </span><span class="NormalTextRun SCXW170933220 BCX8">elements</span><span class="NormalTextRun SCXW170933220 BCX8"> – </span><span class="NormalTextRun SCXW170933220 BCX8">this data </span><span class="NormalTextRun SCXW170933220 BCX8">must be clearly readable to </span><span class="NormalTextRun SCXW170933220 BCX8">a variety of </span><span class="NormalTextRun SCXW170933220 BCX8">software </span><span class="NormalTextRun SCXW170933220 BCX8">before the </span><span class="NormalTextRun SCXW170933220 BCX8">output</span><span class="NormalTextRun SCXW170933220 BCX8"> can be guaranteed</span><span class="NormalTextRun SCXW170933220 BCX8">. Who else remembers the wonders of opening a foreign file extension with Word and being faced with code </span><span class="NormalTextRun SCXW170933220 BCX8">rendered</span><span class="NormalTextRun SCXW170933220 BCX8"> in Webdings?</span></span><span class="EOP SCXW170933220 BCX8" data-ccp-props="{"201341983":0,"335559739":160,"335559740":259}"> </span></p>
<p><span class="NormalTextRun SCXW185165916 BCX8">Our ability to alter and edit our content and </span><span class="NormalTextRun SCXW185165916 BCX8">render</span><span class="NormalTextRun SCXW185165916 BCX8"> it accessible at all levels, is critical. </span>Anthology Ally offers us a window into the system level dialogue of our digital learning environment and the digital media we populate our classrooms with. Ally is a software integration on our primary VLE that scans contents for digital accessibility, its meta text, settings and requirements hidden behind the on-the-face output. It allows the users to identify accessibility issues at software level and supports some measures of fixing these; as well as enabling the conversion of files into alternative formats. Alternative formats can make teaching resources more adaptable to the diverse needs and wants of our students. Changing file type may help in presenting a file more adaptive to screen size; opting for a different display modus can support reading; access to audio can allow you to listen back on materials whilst working out, running chores or on the commute… with a diverse student body, we have the opportunity to fit all our teaching courses into a more flexible learning style. An improved digital experience supports all our learners, and having a chance to gauge better what poses a hindrance to assistive technology will make an impact to our users!</p>
<figure id="attachment_87" aria-describedby="caption-attachment-87" style="width: 300px" class="wp-caption alignnone"><img loading="lazy" decoding="async" class="size-medium wp-image-87" src="https://blogs.ed.ac.uk/kneuman2/wp-content/uploads/sites/8190/2023/11/accessibility-formats-300x224.png" alt="Image title: Know your options. Chose a format that's right for you. List of alternative formats and their advantages shows 8 items. Item 1 Format: OCRed PDF for automatically extracted text. Advantage: Improved scanned documents for better reading and text search. Item 2 Format: Tagged PDF for a structured PDF for assistive technology. Advantage: Improved structure for navigation, essential for screen readers. Item 3 Format: HTML for browser and mobile. Advantage: Customize your text with a file that adapts text to mobile screen sizes. Item 4 Format: ePub for reading on tablets and e-book readers. Advantage: usable for ebooks on tablets to annotate and highlight. Item 5 Format: Electronic braille in BRF file format. Advantage: supports tactile reading and offers relief from screenreaders. Item 6 Format: Audio as MP3 recording of text. Advantage: Listen and learn on the go by engaging different modalities. Item 7 Format: BeeLine Reader. This creates a machine translated version of the document. Advantage: Improved on-screen reading to read faster and with greater focus. Item 8 Format: Translated version (this is an opt-in product) offering a machine translated version of the document. Advantage: Translates text to one of 50 different languages. Speak to Information Services if you are interested in this version." width="300" height="224" srcset="https://blogs.ed.ac.uk/kneuman2/wp-content/uploads/sites/8190/2023/11/accessibility-formats-300x224.png 300w, https://blogs.ed.ac.uk/kneuman2/wp-content/uploads/sites/8190/2023/11/accessibility-formats.png 343w" sizes="auto, (max-width: 300px) 100vw, 300px" /><figcaption id="caption-attachment-87" class="wp-caption-text">Table of available alternative formats</figcaption></figure>
<p>Here at DLAM testing out our service solutions to assure that they work as intended and integrate seamlessly (we can but try!) into our existing service environment is a wonderful part of the job. The <a href="https://www.w3.org/TR/WCAG21/">Web Content Accessibility Guidelines (WCAG) 2.1</a> (version 2.2 has been launched in October) offer a detailed list of criteria when reviewing all our websites and applications for legal compliance <span class="TextRun SCXW56190171 BCX8" lang="EN-GB" xml:lang="EN-GB" data-contrast="auto"><span class="NormalTextRun SCXW56190171 BCX8"> under the </span></span><span class="TextRun SCXW56190171 BCX8" lang="EN-GB" xml:lang="EN-GB" data-contrast="auto"><span class="NormalTextRun SCXW56190171 BCX8">Equality Act (2010)</span></span><span class="TextRun SCXW56190171 BCX8" lang="EN-GB" xml:lang="EN-GB" data-contrast="auto"><span class="NormalTextRun SCXW56190171 BCX8"> and </span></span><span class="TextRun SCXW56190171 BCX8" lang="EN-GB" xml:lang="EN-GB" data-contrast="auto"><span class="NormalTextRun SCXW56190171 BCX8">The Equality Act 2010 (Specific Duties) (Scotland) Regulations 2012 (<a href="https://www.ed.ac.uk/about/website/accessibility/guidelines-policy-legislation">https://www.ed.ac.uk/about/website/accessibility/guidelines-policy-legislation</a>)</span></span>. One of the core efforts in the standard is that organisations have to lay bare how they identified and thought about accessibility for their products and services, and where possible, mitigated any avoidable shortcomings. In broad terms, our applications are challenged on three aspects: audio, visual and navigation / workflow; the touch points of our digital environment. It is a “dimension of interoperability” to assess whether “assistive technologies [are] working predictably with different combinations of browsers, mobile operating systems, and devices“ (<a href="https://link-springer-com.ezproxy.is.ed.ac.uk/chapter/10.1007/978-1-4842-7948-9_7">The Next Frontier – Expanding the Definition of Accessibility | SpringerLink</a>).  When testing for Ally, a core challenge for me was using assistive technology, often for the first time, and to interpret the behaviour. Whilst I was reasonably familiar with Ease of Access settings for my PC and browser, other more specialist tools I found hard to judge. What if my lack of familiarity with assistive technology in the test makes for a poor result due to difficulties with the assistive tool rather than the target interface? It is the hard to judge places that lead us to use tools to scan and evaluate what meets compliance criteria and helps us to correlate our own experience with the data we interact with.</p>
<p>To guide instructors about digital accessibility, Ally produces a score. It is meant as a guide to how clean a file is in digital terms, i.e. how successful it will be in converting to an alternative file format or being negotiated by any common assistive technology tool. So taking a moment to demystify the scoring for a moment should clear our view to how Ally supports our wider mission to produce accessible learning and teaching materials.</p>
<p><img loading="lazy" decoding="async" class="alignnone size-full wp-image-86" src="https://blogs.ed.ac.uk/kneuman2/wp-content/uploads/sites/8190/2023/11/Low-gauge.png" alt="Fuel gauge symbol pictured in red pointing to low level to denote 0-33% success rate" width="22" height="19" /> <strong>Low </strong>(0-33%): Needs help! There are severe accessibility issues.</p>
<p><img loading="lazy" decoding="async" class="alignnone size-full wp-image-89" src="https://blogs.ed.ac.uk/kneuman2/wp-content/uploads/sites/8190/2023/11/Medium-gauge.png" alt="Fuel gauge symbol pictured in amber pointing to mid-level to denote 34-66% success rate" width="22" height="19" /> <strong>Medium </strong>(34-66%): A little better. The file is somewhat accessible and needs improvement.</p>
<p><img loading="lazy" decoding="async" class="alignnone size-full wp-image-88" src="https://blogs.ed.ac.uk/kneuman2/wp-content/uploads/sites/8190/2023/11/high-gauge.png" alt="Fuel gauge symbol pictured in light green pointing to high level to denote 67-99% success rate" width="22" height="19" /> <strong>High </strong>(67-99%): Almost there. The file is accessible but more improvements are possible.</p>
<p><strong><img loading="lazy" decoding="async" class="alignnone size-full wp-image-90" src="https://blogs.ed.ac.uk/kneuman2/wp-content/uploads/sites/8190/2023/11/Perfect-gauge.png" alt="Fuel gauge symbol pictured in dark green pointing to full tank level to denote 100% success rate" width="22" height="19" /> Perfect </strong>(100%): Perfect! Ally didn’t identify any accessibility issues but further improvements may still be possible.</p>
<p>Now, a scan for alternative text, in spite of the potential for AI to play a part here in future, cannot infer the context for the teaching resource and the focus the image might have in the lesson plan in the assessment of the appropriateness of ALT text. Ally is first and foremost an editing tool for the instructor, and a convenient conversion tool for the students. Accessibility needs remain to be assessed at the human level. So what do we do to assure we keep the service on track?</p>
<ul>
<li>Training; we must foster a keen awareness of what constitute accessible design in our digital service landscape</li>
<li>Testing; we must test out applications and websites to identify and mitigate challenges in accessibility</li>
<li>Research; we must continue to learn about digital trends, possible new solutions and developments in assistive technology, and accessible design</li>
<li>Feedback; we must actively listen to user feedback to satisfy ourselves that we are not merely offering a legally compliant but a practical and usable service solution and that users understand the benefits and limits of the tools we provide; evaluating our service data can support this conversation (and I hope to go into more detail about this in my next blog).</li>
</ul>
<p>What I have found in the course of the launch of Ally is that users, academics and technologists alike, need to know not only what the barriers of student users may be, and what assistive technologies might be employed, but how to make the leap between the informational content, the educational experience or activities, and the digital needs of the programmes to make it operate for other software.  Whilst it is important to point out that accessibility needs are as diverse as the subjects we offer in teaching, focused on honing different skills and abilities, the same goes for assistive technologies. There will never be a one-size-fits-all. And that is a positive thing. It curtails our tendency to reduce accessibility to a tick box exercise. Checking for accessibility remains at all times an iterative process. With Ally, we have one more tool to help us orientate ourselves amidst this ever evolving digital landscape.</p>
<p> </p>

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				<time datetime="2023-12-04" itemprop="dateModified">Dec 4, 2023</time>
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		<title>Accessible by design</title>
		<link>https://blogs.ed.ac.uk/kneuman2/2023/07/25/accessible-by-design/</link>
					<comments>https://blogs.ed.ac.uk/kneuman2/2023/07/25/accessible-by-design/#respond</comments>
		
		<dc:creator><![CDATA[Kat]]></dc:creator>
		<pubDate>Tue, 25 Jul 2023 07:20:48 +0000</pubDate>
				<category><![CDATA[general]]></category>
		<category><![CDATA[#digitalaccessibility]]></category>
		<guid isPermaLink="false">https://blogs.ed.ac.uk/kneuman2/?p=59</guid>

					<description><![CDATA[For many years I have worked as a proof-reader and editor on an assignment basis. It seemed a suitable outlet to my fastidious nature and relentless drive for detail (attributes that I have only marginally been able to tamper for polite society since). What it has given me, however, is a deep appreciation of the […]]]></description>
										<content:encoded><![CDATA[
<p>For many years I have worked as a proof-reader and editor on an assignment basis. It seemed a suitable outlet to my fastidious nature and relentless drive for detail (attributes that I have only marginally been able to tamper for polite society since). What it has given me, however, is a deep appreciation of the intricacies of good type setting, clean style guides and accurate referencing.</p>
<p>Fast forward to the present day, I am starting to learn more about the digital footprint all these choices and settings create and which of them support interoperability with assistive technologies. What used to be, to my untrained eye, just a flat surface, a 2-dimensional choice of matching the style to the words for the benefit of the reader, suddenly had 3 dimensions: making the text comprehensible to technology to assist in its easy transformation across media by means of tags and codes and alt text… and with it opening up to a more agile interaction with that all-important source material that was being communicated.</p>
<p>So I have set myself two goals: to collate reference material in support of accessibility that may help in designing documents at the outset with accessibility in mind; and to work on some style sheets that can meaningfully integrate what characteristics might be required for different materials to make them meaningfully accessible in their own context and user groups. </p>
<p>What does it take to annotate an art textbook in digital print? What software best integrates disciplinary challenges like specialist symbols and characters? What etiquette rules should be followed in the landscape of gifs and emoji?  How can good editing eliminate additional workflows and processes to create differently accessible materials? Is there really ever going to be a “golden copy”?</p>
<p>Let the journey begin <img decoding="async" src="https://statics.teams.cdn.office.net/evergreen-assets/personal-expressions/v2/assets/emoticons/mmm/default/50_f.png?v=v17" alt="Mmmmm…" width="20px" height="20px" aria-label="Mmmmm…" /></p>
<h4>Accessibility Resources </h4>
<p>Government Digital Service – <a href="https://accessibility.blog.gov.uk/2017/10/23/an-accessibility-reading-list/">An accessibility reading list – Accessibility in government (blog.gov.uk)</a></p>
<p>TextBox Digital – Designing Accessibly – <a href="https://www.textboxdigital.com/aspiredatabase-education/university-of-kent">University of Kent (textboxdigital.com)</a></p>
<p>Universal Design for Learning Guidelines <a href="https://udlguidelines.cast.org/">UDL: The UDL Guidelines (cast.org)</a></p>
<p>Ally Accessibility Formats <a href="https://sites.reading.ac.uk/tel-support-for-students/2018/09/21/blackboard-ally-getting-started-with-alternative-accessible-formats/">Blackboard Ally: Getting started with alternative accessible formats – Blackboard Help for Students – University of Reading</a></p>
<p>Guidelines for Assessment Descriptions <a href="https://www.nwea.org/uploads/2022/11/Image-Description-Guidelines-for-Assessments_NWEA_2021.pdf" class="mtli_attachment mtli_pdf">NWEA Image Description Guidelines for Assessments</a></p>
<p>Guide to writing ALT text <a href="https://matthewdeeprose.github.io/alt-text-images-charts-graphs.html">What is alternative text? How do I write it for images, charts, and graphs? (matthewdeeprose.github.io)</a></p>
<p>Accessibility Resources Portfolio <a href="https://inclusiveinstructionaldesign.com/favorite-resources/#STEM_Accessibility">Favorite Resources – Inclusive Instructional Design</a></p>
<h4>Visuals and Graphics around Accessibility</h4>
<p>Designing for Accessibility Dos and Dont’s – https://accessibility.blog.gov.uk/2016/09/02/dos-and-donts-on-designing-for-accessibility/</p>
<h4>Accessibility standards, compliance legislation and tools</h4>
<p><a href="https://www.legislation.gov.uk/uksi/2018/952/contents/made">The Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018 (legislation.gov.uk)</a></p>
<p><a href="https://aha.elliance.com/2017/12/30/ada-accessibility-compliance-for-college-and-university-websites/">ADA Accessibility Compliance for College and University Websites | Aha! :: Elliance Blog</a></p>
<p><a href="https://www.w3.org/TR/WCAG-EM/">Website Accessibility Conformance Evaluation Methodology (WCAG-EM) 1.0 (w3.org)</a><br /><a href="https://www.w3.org/WAI/test-evaluate/#conformance">Evaluating Web Accessibility Overview | Web Accessibility Initiative (WAI) | W3C</a></p>
<p>Maintaining Accessibility <a href="https://www.w3.org/WAI/planning-and-managing/sustain/">Sustain | Web Accessibility Initiative (WAI) | W3C</a></p>
<p>Contrast Checker <a href="https://webaim.org/resources/contrastchecker/">WebAIM: Contrast Checker</a></p>
<p>MS Office Accessibility Inspector <a href="https://matthewdeeprose.github.io/inspector_for_all">Accessibility Inspector for Everyone (matthewdeeprose.github.io)</a></p>
<p>Nvda Screen Reader <a href="https://www.nvaccess.org/download/">NV Access | Download NVDA</a></p>
<h4>Reporting around Accessibility</h4>
<p>University of Edinburgh – <a href="https://www.ed.ac.uk/equality-diversity/about/reports">Monitoring and Data | The University of Edinburgh</a></p>
<h4>Community</h4>
<p>Anthology Accessibility Discussion Board <a href="https://community.anthology.com/discuss/viewcategory/91">Accessibility – The Anthology Community</a></p>
<p>Anthology Ally User Group <a href="https://usergroup.ally.ac/dashboard">Dashboard – Ally User Group</a></p>
<p>Digital Accessibility at the University of Reading <a href="https://www.reading.ac.uk/digital-accessibility/digital-accessibility-section/user-stories">User stories (reading.ac.uk)</a></p>
<p>AbilityNet <a href="https://abilitynet.org.uk/accessibility-services/what-digital-accessibility">What is Digital Accessibility? | AbilityNet</a></p>
<p>Champians of Accessibility Network <a href="https://www.skyscanner.net/company-news/introducing-the-champions-of-accessibility-network">Introducing the Champions of Accessibility Network | Skyscanner’s Travel Blog</a></p>
<p>UoE Intern view of LaTeX <a href="https://blogs.ed.ac.uk/isintern/2023/08/15/lewis-forbes-latex-and-accessibility/">Lewis Forbes – LaTeX and Accessibility – Information Services Group: Student Employee Blog (ed.ac.uk)</a></p>
<h4>Self-help and training materials</h4>
<p>Discovering Learning styles <a href="https://ecampusontario.pressbooks.pub/learner/front-matter/introduction/">Enter The Learning – Liberated Learners (pressbooks.pub)</a></p>
<p>ABC Teaching toolkit <a href="https://www.ed.ac.uk/information-services/learning-technology/learning-design/abc/toolkit-for-facilitators">Toolkit for facilitators | The University of Edinburgh</a></p>
<p><a href="https://support.microsoft.com/en-us/office/make-your-powerpoint-presentations-accessible-to-people-with-disabilities-6f7772b2-2f33-4bd2-8ca7-dae3b2b3ef25">Make your PowerPoint presentations accessible to people with disabilities – Microsoft Support</a></p>
<h4>University of Edinburgh Resources</h4>
<p><a href="https://media.ed.ac.uk/playlist/details/1_qd3s9zbx">Playlist Details – Global Accessibility Awareness Day – 18 May 2023 – Media Hopper Create</a></p>
<p><a href="https://www.ed.ac.uk/information-services/help-consultancy/accessibility/creating-materials">Creating accessible materials | The University of Edinburgh</a></p>
<p><a href="https://www.ed.ac.uk/information-services/learning-technology/accessibility">Learning Technology and Accessibility | The University of Edinburgh</a></p>
<p> </p>
<p> </p>

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				<time datetime="2023-07-25" itemprop="dateModified">Jul 25, 2023</time>
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		<title>Welcome!</title>
		<link>https://blogs.ed.ac.uk/kneuman2/2018/08/08/hello-world/</link>
					<comments>https://blogs.ed.ac.uk/kneuman2/2018/08/08/hello-world/#comments</comments>
		
		<dc:creator><![CDATA[Blog administrator]]></dc:creator>
		<pubDate>Wed, 08 Aug 2018 14:05:17 +0000</pubDate>
				<category><![CDATA[#general]]></category>
		<guid isPermaLink="false">https://blogs.ed.ac.uk/kneuman2/?p=1</guid>

					<description><![CDATA[Welcome to Digital Sojourns! Thanks for stopping by. I hope you will find my content interesting, and if, like me, you get excited over IT drop me a comment if you think there are things out there I haven’t seen and maybe should! Together we can make this into a diverting and educational space. I’m […]]]></description>
										<content:encoded><![CDATA[<h1>Welcome to Digital Sojourns!</h1>
<p>Thanks for stopping by.</p>
<p>I hope you will find my content interesting, and if, like me, you get excited over IT drop me a comment if you think there are things out there I haven’t seen and maybe should! Together we can make this into a diverting and educational space.</p>
<p>I’m leaving the little guidance notes underneath for reference until I made a bit of progress on the content for this blog… hopefully you will see development along the way.</p>
<blockquote><p>For help and advice on getting started with a WordPress blog, see the <a href="https://www.ed.ac.uk/information-services/learning-technology/blogging">Academic Blogging help pages</a>.</p>
<p><strong>Your blog is private by default</strong></p>
<p>You can open your blog up to as many or as few people as you like in <strong>Dashboard > Settings > Reading > Site Visibility</strong>:</p>
<ul>
<li>You can open your blog up to specific University members by adding them as users to your blog.</li>
<li>You can open your blog up to all University members who have an EASE login.</li>
<li>You can make you blog open to the world.</li>
</ul>
<p> </p>
<p>The featured image on this post comes from the University Collections. If you want to use more images in your blog posts, or perhaps use your own choice of image in your blog header, you can:<strong><br />
</strong></p>
<ul>
<li><a href="https://www.flickr.com/photos/crcedinburgh/albums/with/72157651943511750">Browse a selection of images on Flickr</a> from the Collections that are available for you to use on open licenses.</li>
<li><a href="https://images.is.ed.ac.uk/">Search the full online image collections</a>.</li>
<li><a href="http://open.ed.ac.uk/how-to-guides/">Find more information about searching for and using openly licensed images</a> on the Open.ed site.</li>
</ul>
<p> </p>
<p>You should read the <a href="https://www.ed.ac.uk/is/blogging/terms">Terms of Use</a> if you haven’t already.</p></blockquote>
<p>			<span class="uoe-published-time uoe-seo-hidden-area"><br />
				<time datetime="2018-08-08" itemprop="dateModified">Aug 8, 2018</time><br />
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	<title>Diary of a Project Manager</title>
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		<title>Why Food Is the Ultimate Bridge: A Tale of Two Cultures</title>
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					<comments>https://blogs.ed.ac.uk/edwardenejoh/2025/07/22/why-food-is-the-ultimate-bridge-a-tale-of-two-cultures/#respond</comments>
		
		<dc:creator><![CDATA[Edward Enejoh]]></dc:creator>
		<pubDate>Tue, 22 Jul 2025 10:11:19 +0000</pubDate>
				<category><![CDATA[Events]]></category>
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					<description><![CDATA[July always makes me think of yam. Not just any yam, the New Yam. If you’re Nigerian, you already know. That sacred tuber that gets a full festival of its own. Across Nigeria, where we’ve got over 250 ethnic groups and more than 500 languages, each one has its own way of celebrating, singing, dancing, […]]]></description>
										<content:encoded><![CDATA[<p>July always makes me think of yam. Not just any yam, the New Yam.</p>
<p>If you’re Nigerian, you already know. That sacred tuber that gets a full festival of its own.</p>
<p>Across Nigeria, where we’ve got over 250 ethnic groups and more than 500 languages, each one has its own way of celebrating, singing, dancing, and of course, cooking.</p>
<p><img decoding="async" class="alignnone size-medium wp-image-12" src="https://blogs.ed.ac.uk/edwardenejoh/wp-content/uploads/sites/10264/2025/07/Yam-300x195.jpg" alt="" width="300" height="195" srcset="https://blogs.ed.ac.uk/edwardenejoh/wp-content/uploads/sites/10264/2025/07/Yam-300x195.jpg 300w, https://blogs.ed.ac.uk/edwardenejoh/wp-content/uploads/sites/10264/2025/07/Yam-1024x667.jpg 1024w, https://blogs.ed.ac.uk/edwardenejoh/wp-content/uploads/sites/10264/2025/07/Yam-768x500.jpg 768w, https://blogs.ed.ac.uk/edwardenejoh/wp-content/uploads/sites/10264/2025/07/Yam-1536x1001.jpg 1536w, https://blogs.ed.ac.uk/edwardenejoh/wp-content/uploads/sites/10264/2025/07/Yam.jpg 2000w" sizes="(max-width: 300px) 100vw, 300px" /><img loading="lazy" decoding="async" class="alignnone size-medium wp-image-13" src="https://blogs.ed.ac.uk/edwardenejoh/wp-content/uploads/sites/10264/2025/07/Pounded-Yam-and-Egusis-Soup-300x200.jpg" alt="" width="300" height="200" srcset="https://blogs.ed.ac.uk/edwardenejoh/wp-content/uploads/sites/10264/2025/07/Pounded-Yam-and-Egusis-Soup-300x200.jpg 300w, https://blogs.ed.ac.uk/edwardenejoh/wp-content/uploads/sites/10264/2025/07/Pounded-Yam-and-Egusis-Soup.jpg 750w" sizes="auto, (max-width: 300px) 100vw, 300px" /></p>
<p>But among them all, the New Yam Festival stands tall. It’s especially big in the South-East and Middle Belt regions among the Igbo, Idoma, Tiv, and other yam-loving communities.</p>
<p>Right after the harvest season, it feels like a carnival. People dress in bright traditional outfits, drummers show off their rhythm, dancers spin and leap with joy, and the smell of yam dishes fills the air.</p>
<p> </p>
<p>And we love our yam. Yam in Nigeria is like potatoes in the UK, only better (we’ll argue that any day!). You can fry it, boil it with stew, roast it, make yam porridge, or the king of all: pounded yam with soup.</p>
<p>Serve a guest pounded yam, and you’re not just feeding them, you’re honouring them with a royal delicacy.</p>
<p>Now, working and living in Edinburgh, I sometimes miss that buzz. The sound, the colours, the food. But every so often, something unexpected brings it all rushing back, from the Edinburgh Festival to the LTW Charity Bake Sale.</p>
<p>I joined the University of Edinburgh in February 2024, as part of the ISG team. It hasn’t been long, but after attending my first bake sale last year, I felt like I’d been here for years.</p>
<p> </p>
<p>I connected with so many people from different teams. It reminded me so much of home.</p>
<p>People from different backgrounds brought sweet treats from their cultures. There were cakes I couldn’t even pronounce and flavours I’d never tasted, but everything came with a smile and a story.</p>
<p>Honestly, I felt like a child lost in a candy shop. My only mission was to taste every cake!</p>
<p>That first bake sale brought people together. Whether you were new or had been around for a while, you felt part of the ISG community, just like at the New Yam Festival.</p>
<p>Food broke the ice, started conversations, and built friendships. No pressure, just “What’s this called?” or “Did you bake this?” and just like that, you’re chatting like old friends.</p>
<p>Now, the July bake sale is here again, and I can’t wait. This will be my second, and I already know it’ll be just as heartwarming.</p>
<p> </p>
<p>The ISG team is wonderfully diverse, and within Learning, Teaching and Web (LTW), we have a lovely habit of celebrating culture through food.</p>
<p>Sounds familiar, right?</p>
<p> </p>
<p>In Nigeria, we say: the people who eat together, stay together. It’s true. Whether it’s yam with spicy soup or a slice of sponge cake, food is the ultimate bridge. And hunger or appetite, is a universal language. Across cultures, across teams, across oceans.</p>
<p> </p>
<p>So if you love to bake, or just love to eat like me, come join the LTW Bake Sale! The delicious treats will be inspired by favourite films and TV shows of the people baking them.</p>
<p> </p>
<p>And with every bite, you’ll be helping raise funds for an <a href="https://uoe.sharepoint.com/sites/LTWColleagueHub/SitePages/LTW-fundraising-for-the-Organ-Donation-Team,-NHS-Blood-and-Transplant.aspx">NHS Blood and Transplant Charity Fund</a>.</p>
<p>So come along, I’ll be looking out to have a chat with you and hear about your favourite cake or food.</p>
<p>I wonder, will someone bake a Pink Panther cake? Or maybe a Black Panther one?</p>
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		<title>Volunteer Day: Making a Difference Beyond the Desk</title>
		<link>https://blogs.ed.ac.uk/edwardenejoh/2024/09/10/volunteerday/</link>
					<comments>https://blogs.ed.ac.uk/edwardenejoh/2024/09/10/volunteerday/#respond</comments>
		
		<dc:creator><![CDATA[Edward Enejoh]]></dc:creator>
		<pubDate>Tue, 10 Sep 2024 09:47:19 +0000</pubDate>
				<category><![CDATA[DLAM]]></category>
		<category><![CDATA[dlam]]></category>
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					<description><![CDATA[Moving to a new country can be exciting, but it’s also filled with challenges. As a migrant, the excitement of new beginnings often fades quickly when faced with harsh realities: adapting to a new culture, finding a job, and trying to make a meaningful life in an unfamiliar place. I know how it feels because […]]]></description>
										<content:encoded><![CDATA[<p>Moving to a new country can be exciting, but it’s also filled with challenges.</p>
<p>As a migrant, the excitement of new beginnings often fades quickly when faced with harsh realities: adapting to a new culture, finding a job, and trying to make a meaningful life in an unfamiliar place.</p>
<p>I know how it feels because I’ve been there.</p>
<p>There’s a sense of loneliness, uncertainty, and even frustration. You might have all the skills and experience, but the job market seems like a closed door, and you’re not sure where to start.</p>
<p>The feeling of being left out, or not belonging, can weigh heavily on you.</p>
<h3><strong>A Journey of Adaptation and Growth</strong></h3>
<p>Beyond the language barriers, it’s also about learning the professional culture, the unspoken culture, and doing the work expected of you in such a way that translates to a successful outcome as expected by your employer and team.</p>
<p>I’m thankful to be part of a great team at the Learning, Teaching, and Web Unit of the Information Services Group, especially the Digital Learning, Applications, and Media team. I’ll always be grateful to the team, my manager, the team lead, and the director of LTW for making my onboarding experience smooth.</p>
<p>I learned the acronyms, got to know the teams, understood the work culture, and learned the tools we use. This took away a lot of the uncertainty I had.</p>
<h3><strong>What if Things Could Be Different?</strong></h3>
<p>At the University of Edinburgh, every staff gets one day to volunteer for a cause of their choosing. We get to step away from our desks and give back to the community. Beyond taking a break from our daily tasks, it’s a chance to make a real impact on the lives of others and enrich our own lives in the process.</p>
<p>So, I thought to myself, what if we could host an event that helps people understand the challenges that come with adapting to a new environment and actively provides how to overcome them?</p>
<p>What if you could have access to the tools, resources, and mentors needed to open doors to opportunities for career growth?</p>
<p>That’s why I collaborated with some amazing people to host <strong>Vantage Point 2.0.</strong></p>
<h3><strong>How Vantage Point Came to Life</strong></h3>
<p>In 2020, during the heart of the COVID-19 pandemic, I launched Vantage Point. What started as a small online event turned into a movement. Seven speakers, seven days, and hundreds of participants from Nigeria came together to talk about how we could reposition ourselves during uncertain times.</p>
<p><strong>Vantage Point 2.0</strong> was designed to ride on the success of the earlier edition as a physical gathering in Aberdeen, Scotland, focused on helping migrants navigate the local job market, adapt to the culture, and build meaningful careers. This was a team effort, made possible through collaboration with team members and partner organizations that believed in the vision.</p>
<p>We didn’t just talk about the struggles; we shared real solutions. We explored how to leverage technology for career growth, the power of networking, and the importance of adapting to a new work culture—all while staying true to ourselves.</p>
<p>We heard inspiring stories from experts who had walked in our shoes, who also offered advice and mentorship to those just starting. By the end of the event, many left with a renewed sense of purpose and actionable plans to move forward.</p>
<h3><strong>Why Volunteering Matters</strong></h3>
<p>Volunteering at Vantage Point was a powerful reminder of how collective effort can create significant change. Often, we think of volunteering as an individual act of kindness.</p>
<h3><strong>Ubuntu – I Am Because You Are</strong></h3>
<p>Vantage Point is about building a community rooted in the spirit of <strong>Ubuntu</strong>—<em>“I am because you are.”</em> This African philosophy reminds us that our strength comes from our connections with each other. None of us can truly succeed unless we lift each other.</p>
<p>Through the lens of Ubuntu, volunteering becomes about building a stronger, more connected community. It’s about understanding that our success is intertwined with the success of others.</p>
<p>When we share our knowledge, help each other, and support our community, we create a ripple effect that impacts everyone.</p>
<p>Similarly, when we work together to clean up the environment by reducing carbon emissions or keeping the oceans free from waste, we make the world safer for all living things. This creates a balance that helps the whole ecosystem.</p>
<p>That’s the power of community. Vantage Point isn’t just my story; it’s <strong>our</strong> story. Together, we’re creating a space where everyone has the chance to thrive.</p>
<h3><strong>What Can You Do from Where You Are?</strong></h3>
<p>Now, here’s the question I want to leave you with: <em><strong>What can you do right now to contribute to this change?</strong></em></p>
<p>How can you, from where you are, start making a difference—not just for yourself but for others in our community?</p>
<p>Volunteer Day reminds us that we all have the power to make a difference.</p>
<p>It may be organizing an event like Vantage Point, supporting a local charity, or simply offering your time and skills; volunteering allows us to step beyond our usual routines and contribute to something greater.</p>
<p>So, the next time you have the opportunity to volunteer, take it!</p>
<p> </p>
<p>Because remember, <strong>I am because you are.</strong></p>
<p> </p>
<p>Your actions, no matter how small, can create a ripple effect, bringing positive change to those you help and yourself.</p>
<p>Together, we can build a better world—one act of kindness at a time.</p>
<p> </p>
<p>PS: What part of the story fascinates you and why? I look forward to know about this in the comments below.</p>
<p> </p>
<p>Talk soon,</p>
<p>Edward.</p>
<h1><!-- notionvc: 994d6d07-ea14-415d-b1c4-c0d4aea8a5a7 --></h1>
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					<comments>https://blogs.ed.ac.uk/edwardenejoh/2025/07/22/why-food-is-the-ultimate-bridge-a-tale-of-two-cultures/#respond</comments>
		
		<dc:creator><![CDATA[Edward Enejoh]]></dc:creator>
		<pubDate>Tue, 22 Jul 2025 10:11:19 +0000</pubDate>
				<category><![CDATA[Events]]></category>
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					<description><![CDATA[July always makes me think of yam. Not just any yam, the New Yam. If you’re Nigerian, you already know. That sacred tuber that gets a full festival of its own. Across Nigeria, where we’ve got over 250 ethnic groups and more than 500 languages, each one has its own way of celebrating, singing, dancing, […]]]></description>
										<content:encoded><![CDATA[<p>July always makes me think of yam. Not just any yam, the New Yam.</p>
<p>If you’re Nigerian, you already know. That sacred tuber that gets a full festival of its own.</p>
<p>Across Nigeria, where we’ve got over 250 ethnic groups and more than 500 languages, each one has its own way of celebrating, singing, dancing, and of course, cooking.</p>
<p><img decoding="async" class="alignnone size-medium wp-image-12" src="https://blogs.ed.ac.uk/edwardenejoh/wp-content/uploads/sites/10264/2025/07/Yam-300x195.jpg" alt="" width="300" height="195" srcset="https://blogs.ed.ac.uk/edwardenejoh/wp-content/uploads/sites/10264/2025/07/Yam-300x195.jpg 300w, https://blogs.ed.ac.uk/edwardenejoh/wp-content/uploads/sites/10264/2025/07/Yam-1024x667.jpg 1024w, https://blogs.ed.ac.uk/edwardenejoh/wp-content/uploads/sites/10264/2025/07/Yam-768x500.jpg 768w, https://blogs.ed.ac.uk/edwardenejoh/wp-content/uploads/sites/10264/2025/07/Yam-1536x1001.jpg 1536w, https://blogs.ed.ac.uk/edwardenejoh/wp-content/uploads/sites/10264/2025/07/Yam.jpg 2000w" sizes="(max-width: 300px) 100vw, 300px" /><img loading="lazy" decoding="async" class="alignnone size-medium wp-image-13" src="https://blogs.ed.ac.uk/edwardenejoh/wp-content/uploads/sites/10264/2025/07/Pounded-Yam-and-Egusis-Soup-300x200.jpg" alt="" width="300" height="200" srcset="https://blogs.ed.ac.uk/edwardenejoh/wp-content/uploads/sites/10264/2025/07/Pounded-Yam-and-Egusis-Soup-300x200.jpg 300w, https://blogs.ed.ac.uk/edwardenejoh/wp-content/uploads/sites/10264/2025/07/Pounded-Yam-and-Egusis-Soup.jpg 750w" sizes="auto, (max-width: 300px) 100vw, 300px" /></p>
<p>But among them all, the New Yam Festival stands tall. It’s especially big in the South-East and Middle Belt regions among the Igbo, Idoma, Tiv, and other yam-loving communities.</p>
<p>Right after the harvest season, it feels like a carnival. People dress in bright traditional outfits, drummers show off their rhythm, dancers spin and leap with joy, and the smell of yam dishes fills the air.</p>
<p> </p>
<p>And we love our yam. Yam in Nigeria is like potatoes in the UK, only better (we’ll argue that any day!). You can fry it, boil it with stew, roast it, make yam porridge, or the king of all: pounded yam with soup.</p>
<p>Serve a guest pounded yam, and you’re not just feeding them, you’re honouring them with a royal delicacy.</p>
<p>Now, working and living in Edinburgh, I sometimes miss that buzz. The sound, the colours, the food. But every so often, something unexpected brings it all rushing back, from the Edinburgh Festival to the LTW Charity Bake Sale.</p>
<p>I joined the University of Edinburgh in February 2024, as part of the ISG team. It hasn’t been long, but after attending my first bake sale last year, I felt like I’d been here for years.</p>
<p> </p>
<p>I connected with so many people from different teams. It reminded me so much of home.</p>
<p>People from different backgrounds brought sweet treats from their cultures. There were cakes I couldn’t even pronounce and flavours I’d never tasted, but everything came with a smile and a story.</p>
<p>Honestly, I felt like a child lost in a candy shop. My only mission was to taste every cake!</p>
<p>That first bake sale brought people together. Whether you were new or had been around for a while, you felt part of the ISG community, just like at the New Yam Festival.</p>
<p>Food broke the ice, started conversations, and built friendships. No pressure, just “What’s this called?” or “Did you bake this?” and just like that, you’re chatting like old friends.</p>
<p>Now, the July bake sale is here again, and I can’t wait. This will be my second, and I already know it’ll be just as heartwarming.</p>
<p> </p>
<p>The ISG team is wonderfully diverse, and within Learning, Teaching and Web (LTW), we have a lovely habit of celebrating culture through food.</p>
<p>Sounds familiar, right?</p>
<p> </p>
<p>In Nigeria, we say: the people who eat together, stay together. It’s true. Whether it’s yam with spicy soup or a slice of sponge cake, food is the ultimate bridge. And hunger or appetite, is a universal language. Across cultures, across teams, across oceans.</p>
<p> </p>
<p>So if you love to bake, or just love to eat like me, come join the LTW Bake Sale! The delicious treats will be inspired by favourite films and TV shows of the people baking them.</p>
<p> </p>
<p>And with every bite, you’ll be helping raise funds for an <a href="https://uoe.sharepoint.com/sites/LTWColleagueHub/SitePages/LTW-fundraising-for-the-Organ-Donation-Team,-NHS-Blood-and-Transplant.aspx">NHS Blood and Transplant Charity Fund</a>.</p>
<p>So come along, I’ll be looking out to have a chat with you and hear about your favourite cake or food.</p>
<p>I wonder, will someone bake a Pink Panther cake? Or maybe a Black Panther one?</p>
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		<title>Volunteer Day: Making a Difference Beyond the Desk</title>
		<link>https://blogs.ed.ac.uk/edwardenejoh/2024/09/10/volunteerday/</link>
					<comments>https://blogs.ed.ac.uk/edwardenejoh/2024/09/10/volunteerday/#respond</comments>
		
		<dc:creator><![CDATA[Edward Enejoh]]></dc:creator>
		<pubDate>Tue, 10 Sep 2024 09:47:19 +0000</pubDate>
				<category><![CDATA[DLAM]]></category>
		<category><![CDATA[dlam]]></category>
		<guid isPermaLink="false">https://blogs.ed.ac.uk/edwardenejoh/2024/09/10/welcome/</guid>

					<description><![CDATA[Moving to a new country can be exciting, but it’s also filled with challenges. As a migrant, the excitement of new beginnings often fades quickly when faced with harsh realities: adapting to a new culture, finding a job, and trying to make a meaningful life in an unfamiliar place. I know how it feels because […]]]></description>
										<content:encoded><![CDATA[<p>Moving to a new country can be exciting, but it’s also filled with challenges.</p>
<p>As a migrant, the excitement of new beginnings often fades quickly when faced with harsh realities: adapting to a new culture, finding a job, and trying to make a meaningful life in an unfamiliar place.</p>
<p>I know how it feels because I’ve been there.</p>
<p>There’s a sense of loneliness, uncertainty, and even frustration. You might have all the skills and experience, but the job market seems like a closed door, and you’re not sure where to start.</p>
<p>The feeling of being left out, or not belonging, can weigh heavily on you.</p>
<h3><strong>A Journey of Adaptation and Growth</strong></h3>
<p>Beyond the language barriers, it’s also about learning the professional culture, the unspoken culture, and doing the work expected of you in such a way that translates to a successful outcome as expected by your employer and team.</p>
<p>I’m thankful to be part of a great team at the Learning, Teaching, and Web Unit of the Information Services Group, especially the Digital Learning, Applications, and Media team. I’ll always be grateful to the team, my manager, the team lead, and the director of LTW for making my onboarding experience smooth.</p>
<p>I learned the acronyms, got to know the teams, understood the work culture, and learned the tools we use. This took away a lot of the uncertainty I had.</p>
<h3><strong>What if Things Could Be Different?</strong></h3>
<p>At the University of Edinburgh, every staff gets one day to volunteer for a cause of their choosing. We get to step away from our desks and give back to the community. Beyond taking a break from our daily tasks, it’s a chance to make a real impact on the lives of others and enrich our own lives in the process.</p>
<p>So, I thought to myself, what if we could host an event that helps people understand the challenges that come with adapting to a new environment and actively provides how to overcome them?</p>
<p>What if you could have access to the tools, resources, and mentors needed to open doors to opportunities for career growth?</p>
<p>That’s why I collaborated with some amazing people to host <strong>Vantage Point 2.0.</strong></p>
<h3><strong>How Vantage Point Came to Life</strong></h3>
<p>In 2020, during the heart of the COVID-19 pandemic, I launched Vantage Point. What started as a small online event turned into a movement. Seven speakers, seven days, and hundreds of participants from Nigeria came together to talk about how we could reposition ourselves during uncertain times.</p>
<p><strong>Vantage Point 2.0</strong> was designed to ride on the success of the earlier edition as a physical gathering in Aberdeen, Scotland, focused on helping migrants navigate the local job market, adapt to the culture, and build meaningful careers. This was a team effort, made possible through collaboration with team members and partner organizations that believed in the vision.</p>
<p>We didn’t just talk about the struggles; we shared real solutions. We explored how to leverage technology for career growth, the power of networking, and the importance of adapting to a new work culture—all while staying true to ourselves.</p>
<p>We heard inspiring stories from experts who had walked in our shoes, who also offered advice and mentorship to those just starting. By the end of the event, many left with a renewed sense of purpose and actionable plans to move forward.</p>
<h3><strong>Why Volunteering Matters</strong></h3>
<p>Volunteering at Vantage Point was a powerful reminder of how collective effort can create significant change. Often, we think of volunteering as an individual act of kindness.</p>
<h3><strong>Ubuntu – I Am Because You Are</strong></h3>
<p>Vantage Point is about building a community rooted in the spirit of <strong>Ubuntu</strong>—<em>“I am because you are.”</em> This African philosophy reminds us that our strength comes from our connections with each other. None of us can truly succeed unless we lift each other.</p>
<p>Through the lens of Ubuntu, volunteering becomes about building a stronger, more connected community. It’s about understanding that our success is intertwined with the success of others.</p>
<p>When we share our knowledge, help each other, and support our community, we create a ripple effect that impacts everyone.</p>
<p>Similarly, when we work together to clean up the environment by reducing carbon emissions or keeping the oceans free from waste, we make the world safer for all living things. This creates a balance that helps the whole ecosystem.</p>
<p>That’s the power of community. Vantage Point isn’t just my story; it’s <strong>our</strong> story. Together, we’re creating a space where everyone has the chance to thrive.</p>
<h3><strong>What Can You Do from Where You Are?</strong></h3>
<p>Now, here’s the question I want to leave you with: <em><strong>What can you do right now to contribute to this change?</strong></em></p>
<p>How can you, from where you are, start making a difference—not just for yourself but for others in our community?</p>
<p>Volunteer Day reminds us that we all have the power to make a difference.</p>
<p>It may be organizing an event like Vantage Point, supporting a local charity, or simply offering your time and skills; volunteering allows us to step beyond our usual routines and contribute to something greater.</p>
<p>So, the next time you have the opportunity to volunteer, take it!</p>
<p> </p>
<p>Because remember, <strong>I am because you are.</strong></p>
<p> </p>
<p>Your actions, no matter how small, can create a ripple effect, bringing positive change to those you help and yourself.</p>
<p>Together, we can build a better world—one act of kindness at a time.</p>
<p> </p>
<p>PS: What part of the story fascinates you and why? I look forward to know about this in the comments below.</p>
<p> </p>
<p>Talk soon,</p>
<p>Edward.</p>
<h1><!-- notionvc: 994d6d07-ea14-415d-b1c4-c0d4aea8a5a7 --></h1>
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		<pubDate>Tue, 22 Jul 2025 10:11:19 +0000</pubDate>
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					<description><![CDATA[July always makes me think of yam. Not just any yam, the New Yam. If you’re Nigerian, you already know. That sacred tuber that gets a full festival of its own. Across Nigeria, where we’ve got over 250 ethnic groups and more than 500 languages, each one has its own way of celebrating, singing, dancing, […]]]></description>
										<content:encoded><![CDATA[<p>July always makes me think of yam. Not just any yam, the New Yam.</p>
<p>If you’re Nigerian, you already know. That sacred tuber that gets a full festival of its own.</p>
<p>Across Nigeria, where we’ve got over 250 ethnic groups and more than 500 languages, each one has its own way of celebrating, singing, dancing, and of course, cooking.</p>
<p><img decoding="async" class="alignnone size-medium wp-image-12" src="https://blogs.ed.ac.uk/edwardenejoh/wp-content/uploads/sites/10264/2025/07/Yam-300x195.jpg" alt="" width="300" height="195" srcset="https://blogs.ed.ac.uk/edwardenejoh/wp-content/uploads/sites/10264/2025/07/Yam-300x195.jpg 300w, https://blogs.ed.ac.uk/edwardenejoh/wp-content/uploads/sites/10264/2025/07/Yam-1024x667.jpg 1024w, https://blogs.ed.ac.uk/edwardenejoh/wp-content/uploads/sites/10264/2025/07/Yam-768x500.jpg 768w, https://blogs.ed.ac.uk/edwardenejoh/wp-content/uploads/sites/10264/2025/07/Yam-1536x1001.jpg 1536w, https://blogs.ed.ac.uk/edwardenejoh/wp-content/uploads/sites/10264/2025/07/Yam.jpg 2000w" sizes="(max-width: 300px) 100vw, 300px" /><img loading="lazy" decoding="async" class="alignnone size-medium wp-image-13" src="https://blogs.ed.ac.uk/edwardenejoh/wp-content/uploads/sites/10264/2025/07/Pounded-Yam-and-Egusis-Soup-300x200.jpg" alt="" width="300" height="200" srcset="https://blogs.ed.ac.uk/edwardenejoh/wp-content/uploads/sites/10264/2025/07/Pounded-Yam-and-Egusis-Soup-300x200.jpg 300w, https://blogs.ed.ac.uk/edwardenejoh/wp-content/uploads/sites/10264/2025/07/Pounded-Yam-and-Egusis-Soup.jpg 750w" sizes="auto, (max-width: 300px) 100vw, 300px" /></p>
<p>But among them all, the New Yam Festival stands tall. It’s especially big in the South-East and Middle Belt regions among the Igbo, Idoma, Tiv, and other yam-loving communities.</p>
<p>Right after the harvest season, it feels like a carnival. People dress in bright traditional outfits, drummers show off their rhythm, dancers spin and leap with joy, and the smell of yam dishes fills the air.</p>
<p> </p>
<p>And we love our yam. Yam in Nigeria is like potatoes in the UK, only better (we’ll argue that any day!). You can fry it, boil it with stew, roast it, make yam porridge, or the king of all: pounded yam with soup.</p>
<p>Serve a guest pounded yam, and you’re not just feeding them, you’re honouring them with a royal delicacy.</p>
<p>Now, working and living in Edinburgh, I sometimes miss that buzz. The sound, the colours, the food. But every so often, something unexpected brings it all rushing back, from the Edinburgh Festival to the LTW Charity Bake Sale.</p>
<p>I joined the University of Edinburgh in February 2024, as part of the ISG team. It hasn’t been long, but after attending my first bake sale last year, I felt like I’d been here for years.</p>
<p> </p>
<p>I connected with so many people from different teams. It reminded me so much of home.</p>
<p>People from different backgrounds brought sweet treats from their cultures. There were cakes I couldn’t even pronounce and flavours I’d never tasted, but everything came with a smile and a story.</p>
<p>Honestly, I felt like a child lost in a candy shop. My only mission was to taste every cake!</p>
<p>That first bake sale brought people together. Whether you were new or had been around for a while, you felt part of the ISG community, just like at the New Yam Festival.</p>
<p>Food broke the ice, started conversations, and built friendships. No pressure, just “What’s this called?” or “Did you bake this?” and just like that, you’re chatting like old friends.</p>
<p>Now, the July bake sale is here again, and I can’t wait. This will be my second, and I already know it’ll be just as heartwarming.</p>
<p> </p>
<p>The ISG team is wonderfully diverse, and within Learning, Teaching and Web (LTW), we have a lovely habit of celebrating culture through food.</p>
<p>Sounds familiar, right?</p>
<p> </p>
<p>In Nigeria, we say: the people who eat together, stay together. It’s true. Whether it’s yam with spicy soup or a slice of sponge cake, food is the ultimate bridge. And hunger or appetite, is a universal language. Across cultures, across teams, across oceans.</p>
<p> </p>
<p>So if you love to bake, or just love to eat like me, come join the LTW Bake Sale! The delicious treats will be inspired by favourite films and TV shows of the people baking them.</p>
<p> </p>
<p>And with every bite, you’ll be helping raise funds for an <a href="https://uoe.sharepoint.com/sites/LTWColleagueHub/SitePages/LTW-fundraising-for-the-Organ-Donation-Team,-NHS-Blood-and-Transplant.aspx">NHS Blood and Transplant Charity Fund</a>.</p>
<p>So come along, I’ll be looking out to have a chat with you and hear about your favourite cake or food.</p>
<p>I wonder, will someone bake a Pink Panther cake? Or maybe a Black Panther one?</p>
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		<title>Volunteer Day: Making a Difference Beyond the Desk</title>
		<link>https://blogs.ed.ac.uk/edwardenejoh/2024/09/10/volunteerday/</link>
					<comments>https://blogs.ed.ac.uk/edwardenejoh/2024/09/10/volunteerday/#respond</comments>
		
		<dc:creator><![CDATA[Edward Enejoh]]></dc:creator>
		<pubDate>Tue, 10 Sep 2024 09:47:19 +0000</pubDate>
				<category><![CDATA[DLAM]]></category>
		<category><![CDATA[dlam]]></category>
		<guid isPermaLink="false">https://blogs.ed.ac.uk/edwardenejoh/2024/09/10/welcome/</guid>

					<description><![CDATA[Moving to a new country can be exciting, but it’s also filled with challenges. As a migrant, the excitement of new beginnings often fades quickly when faced with harsh realities: adapting to a new culture, finding a job, and trying to make a meaningful life in an unfamiliar place. I know how it feels because […]]]></description>
										<content:encoded><![CDATA[<p>Moving to a new country can be exciting, but it’s also filled with challenges.</p>
<p>As a migrant, the excitement of new beginnings often fades quickly when faced with harsh realities: adapting to a new culture, finding a job, and trying to make a meaningful life in an unfamiliar place.</p>
<p>I know how it feels because I’ve been there.</p>
<p>There’s a sense of loneliness, uncertainty, and even frustration. You might have all the skills and experience, but the job market seems like a closed door, and you’re not sure where to start.</p>
<p>The feeling of being left out, or not belonging, can weigh heavily on you.</p>
<h3><strong>A Journey of Adaptation and Growth</strong></h3>
<p>Beyond the language barriers, it’s also about learning the professional culture, the unspoken culture, and doing the work expected of you in such a way that translates to a successful outcome as expected by your employer and team.</p>
<p>I’m thankful to be part of a great team at the Learning, Teaching, and Web Unit of the Information Services Group, especially the Digital Learning, Applications, and Media team. I’ll always be grateful to the team, my manager, the team lead, and the director of LTW for making my onboarding experience smooth.</p>
<p>I learned the acronyms, got to know the teams, understood the work culture, and learned the tools we use. This took away a lot of the uncertainty I had.</p>
<h3><strong>What if Things Could Be Different?</strong></h3>
<p>At the University of Edinburgh, every staff gets one day to volunteer for a cause of their choosing. We get to step away from our desks and give back to the community. Beyond taking a break from our daily tasks, it’s a chance to make a real impact on the lives of others and enrich our own lives in the process.</p>
<p>So, I thought to myself, what if we could host an event that helps people understand the challenges that come with adapting to a new environment and actively provides how to overcome them?</p>
<p>What if you could have access to the tools, resources, and mentors needed to open doors to opportunities for career growth?</p>
<p>That’s why I collaborated with some amazing people to host <strong>Vantage Point 2.0.</strong></p>
<h3><strong>How Vantage Point Came to Life</strong></h3>
<p>In 2020, during the heart of the COVID-19 pandemic, I launched Vantage Point. What started as a small online event turned into a movement. Seven speakers, seven days, and hundreds of participants from Nigeria came together to talk about how we could reposition ourselves during uncertain times.</p>
<p><strong>Vantage Point 2.0</strong> was designed to ride on the success of the earlier edition as a physical gathering in Aberdeen, Scotland, focused on helping migrants navigate the local job market, adapt to the culture, and build meaningful careers. This was a team effort, made possible through collaboration with team members and partner organizations that believed in the vision.</p>
<p>We didn’t just talk about the struggles; we shared real solutions. We explored how to leverage technology for career growth, the power of networking, and the importance of adapting to a new work culture—all while staying true to ourselves.</p>
<p>We heard inspiring stories from experts who had walked in our shoes, who also offered advice and mentorship to those just starting. By the end of the event, many left with a renewed sense of purpose and actionable plans to move forward.</p>
<h3><strong>Why Volunteering Matters</strong></h3>
<p>Volunteering at Vantage Point was a powerful reminder of how collective effort can create significant change. Often, we think of volunteering as an individual act of kindness.</p>
<h3><strong>Ubuntu – I Am Because You Are</strong></h3>
<p>Vantage Point is about building a community rooted in the spirit of <strong>Ubuntu</strong>—<em>“I am because you are.”</em> This African philosophy reminds us that our strength comes from our connections with each other. None of us can truly succeed unless we lift each other.</p>
<p>Through the lens of Ubuntu, volunteering becomes about building a stronger, more connected community. It’s about understanding that our success is intertwined with the success of others.</p>
<p>When we share our knowledge, help each other, and support our community, we create a ripple effect that impacts everyone.</p>
<p>Similarly, when we work together to clean up the environment by reducing carbon emissions or keeping the oceans free from waste, we make the world safer for all living things. This creates a balance that helps the whole ecosystem.</p>
<p>That’s the power of community. Vantage Point isn’t just my story; it’s <strong>our</strong> story. Together, we’re creating a space where everyone has the chance to thrive.</p>
<h3><strong>What Can You Do from Where You Are?</strong></h3>
<p>Now, here’s the question I want to leave you with: <em><strong>What can you do right now to contribute to this change?</strong></em></p>
<p>How can you, from where you are, start making a difference—not just for yourself but for others in our community?</p>
<p>Volunteer Day reminds us that we all have the power to make a difference.</p>
<p>It may be organizing an event like Vantage Point, supporting a local charity, or simply offering your time and skills; volunteering allows us to step beyond our usual routines and contribute to something greater.</p>
<p>So, the next time you have the opportunity to volunteer, take it!</p>
<p> </p>
<p>Because remember, <strong>I am because you are.</strong></p>
<p> </p>
<p>Your actions, no matter how small, can create a ripple effect, bringing positive change to those you help and yourself.</p>
<p>Together, we can build a better world—one act of kindness at a time.</p>
<p> </p>
<p>PS: What part of the story fascinates you and why? I look forward to know about this in the comments below.</p>
<p> </p>
<p>Talk soon,</p>
<p>Edward.</p>
<h1><!-- notionvc: 994d6d07-ea14-415d-b1c4-c0d4aea8a5a7 --></h1>
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Diag| Considering item [https://blogs.ed.ac.uk/edwardenejoh/2024/09/10/welcome/] "Volunteer Day: Making a Difference Beyond the Desk"

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					<description><![CDATA[<span class="span-reading-time rt-reading-time" style="display: block;"><span class="rt-label rt-prefix">Reading Time: </span> <span class="rt-time"> 5</span> <span class="rt-label rt-postfix">minutes</span></span><span class="span-reading-time rt-reading-time"><span class="rt-label rt-prefix">Estimated reading time: </span> <span class="rt-time"> 5</span> <span class="rt-label rt-postfix">minutes. </span></span>I was recently invited to the ‘300 Faces of Edinburgh Medical School’ launch event. Marking the 300th anniversary of the Faculty of Medicine at the University of Edinburgh, this exhibition celebrates the people who have made inspirational contributions to the school.]]></description>
		
		
		
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					<description><![CDATA[<span class="span-reading-time rt-reading-time" style="display: block;"><span class="rt-label rt-prefix">Reading Time: </span> <span class="rt-time"> < 1</span> <span class="rt-label rt-postfix">minute</span></span>If you are interested in helping users and people, we have an interesting summer internship for you which is about checking our services to make sure they are as accessible as they can be for all our users.]]></description>
		
		
		
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		<title>Reflecting on a Drupal 7 to Drupal 10 Migration</title>
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					<description><![CDATA[<span class="span-reading-time rt-reading-time" style="display: block;"><span class="rt-label rt-prefix">Reading Time: </span> <span class="rt-time"> 4</span> <span class="rt-label rt-postfix">minutes</span></span>In 2023, I started work on migrating three Drupal 7 websites over to Drupal 10. All three sites used a custom sub-theme based on Bootstrap 3. Each site had its own purpose, but they needed to look and feel similar. The main reason for the migration was that Drupal 7 was reaching its end-of-life.]]></description>
		
		
		
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					<description><![CDATA[<span class="span-reading-time rt-reading-time" style="display: block;"><span class="rt-label rt-prefix">Reading Time: </span> <span class="rt-time"> 2</span> <span class="rt-label rt-postfix">minutes</span></span><span class="span-reading-time rt-reading-time"><span class="rt-label rt-prefix">Estimated reading time: </span> <span class="rt-time"> 2</span> <span class="rt-label rt-postfix">minutes. </span></span>For Ada Lovelace Day 2025, Jackie, Magda and Stewart created the 'Interactive Women in STEM tour' game for everyone to play.]]></description>
		
		
		
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					<description><![CDATA[<span class="span-reading-time rt-reading-time" style="display: block;"><span class="rt-label rt-prefix">Reading Time: </span> <span class="rt-time"> 2</span> <span class="rt-label rt-postfix">minutes</span></span><span class="span-reading-time rt-reading-time"><span class="rt-label rt-prefix">Estimated reading time: </span> <span class="rt-time"> 2</span> <span class="rt-label rt-postfix">minutes. </span></span>For Ada Lovelace Day 2025 I created a colouring-in illustration of Moira Dunbar (1918-1999), the pioneering Scottish-Canadian glaciologist and Arctic sea-ice researcher.]]></description>
		
		
		
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					<description><![CDATA[<span class="span-reading-time rt-reading-time" style="display: block;"><span class="rt-label rt-prefix">Reading Time: </span> <span class="rt-time"> 5</span> <span class="rt-label rt-postfix">minutes</span></span>The Interactive Content team used ThingLink to create interactive learning materials for two Careers Services projects: ‘Skills For Success Framework’ and ‘Riding the Wave’. They chose ThingLink for its ability to add interactivity to graphics and its ease of embedding into EdWeb. The team collaborated with the Graphics Design service to create engaging and accessible content using ThingLink’s scenes and tags features.]]></description>
		
		
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					<description><![CDATA[<span class="span-reading-time rt-reading-time" style="display: block;"><span class="rt-label rt-prefix">Reading Time: </span> <span class="rt-time"> 5</span> <span class="rt-label rt-postfix">minutes</span></span>Challenging conventional funding structures to include intersectionally underrepresented casualised academics. The Interactive Content team help launch a new digital comic resource.]]></description>
		
		
		
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					<description><![CDATA[<span class="span-reading-time rt-reading-time" style="display: block;"><span class="rt-label rt-prefix">Reading Time: </span> <span class="rt-time"> 18</span> <span class="rt-label rt-postfix">minutes</span></span>In this blog post, I write about what digital accessibility is, how we can make digital content more accessible, and why all of this matters in the first place. Also, this is a sort of diary of my first month as a Digital Accessibility Intern: what I have been up to, and my thoughts about various activities I have undertaken.]]></description>
		
		
		
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		<dc:creator><![CDATA[Stewart Lamb Cromar]]></dc:creator>
		<pubDate>Mon, 30 Jun 2025 16:02:08 +0000</pubDate>
				<category><![CDATA[Interactive Content feed]]></category>
		<category><![CDATA[accessibility]]></category>
		<category><![CDATA[DLAM Feed]]></category>
		<category><![CDATA[Drupal]]></category>
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					<description><![CDATA[<span class="span-reading-time rt-reading-time" style="display: block;"><span class="rt-label rt-prefix">Reading Time: </span> <span class="rt-time"> 2</span> <span class="rt-label rt-postfix">minutes</span></span><span class="span-reading-time rt-reading-time"><span class="rt-label rt-prefix">Estimated reading time: </span> <span class="rt-time"> 2</span> <span class="rt-label rt-postfix">minutes. </span></span>The Interactive Content team within Information Services designed and published the ASPIRING study website on behalf of Professor Rustam Al-Shahi Salman from the CCBS (Centre for Clinical Brain Sciences, University of Edinburgh).]]></description>
		
		
		
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		<dc:creator><![CDATA[Stewart Lamb Cromar]]></dc:creator>
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		<category><![CDATA[Interactive Content feed]]></category>
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					<description><![CDATA[<span class="span-reading-time rt-reading-time" style="display: block;"><span class="rt-label rt-prefix">Reading Time: </span> <span class="rt-time"> 5</span> <span class="rt-label rt-postfix">minutes</span></span><span class="span-reading-time rt-reading-time"><span class="rt-label rt-prefix">Estimated reading time: </span> <span class="rt-time"> 5</span> <span class="rt-label rt-postfix">minutes. </span></span>I was recently invited to the ‘300 Faces of Edinburgh Medical School’ launch event. Marking the 300th anniversary of the Faculty of Medicine at the University of Edinburgh, this exhibition celebrates the people who have made inspirational contributions to the school.]]></description>
		
		
		
		<post-id xmlns="com-wordpress:feed-additions:1">8048</post-id>	</item>
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		<title>Digital Accessibility Intern</title>
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		<dc:creator><![CDATA[Stewart Cromar]]></dc:creator>
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					<description><![CDATA[<span class="span-reading-time rt-reading-time" style="display: block;"><span class="rt-label rt-prefix">Reading Time: </span> <span class="rt-time"> < 1</span> <span class="rt-label rt-postfix">minute</span></span>If you are interested in helping users and people, we have an interesting summer internship for you which is about checking our services to make sure they are as accessible as they can be for all our users.]]></description>
		
		
		
		<post-id xmlns="com-wordpress:feed-additions:1">7795</post-id>	</item>
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		<title>Reflecting on a Drupal 7 to Drupal 10 Migration</title>
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		<dc:creator><![CDATA[Charlie Chu]]></dc:creator>
		<pubDate>Mon, 08 Dec 2025 15:43:39 +0000</pubDate>
				<category><![CDATA[Bootstrap]]></category>
		<category><![CDATA[Interactive Content]]></category>
		<category><![CDATA[Interactive Content feed]]></category>
		<category><![CDATA[CMS]]></category>
		<category><![CDATA[CSS]]></category>
		<category><![CDATA[Drupal]]></category>
		<guid isPermaLink="false">https://blogs.ed.ac.uk/dlam/?p=12121</guid>

					<description><![CDATA[<span class="span-reading-time rt-reading-time" style="display: block;"><span class="rt-label rt-prefix">Reading Time: </span> <span class="rt-time"> 4</span> <span class="rt-label rt-postfix">minutes</span></span>In 2023, I started work on migrating three Drupal 7 websites over to Drupal 10. All three sites used a custom sub-theme based on Bootstrap 3. Each site had its own purpose, but they needed to look and feel similar. The main reason for the migration was that Drupal 7 was reaching its end-of-life.]]></description>
		
		
		
		<post-id xmlns="com-wordpress:feed-additions:1">6968</post-id>	</item>
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		<title>Interactive Women in STEM tour</title>
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		<dc:creator><![CDATA[Stewart Lamb Cromar]]></dc:creator>
		<pubDate>Mon, 13 Oct 2025 14:35:12 +0000</pubDate>
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		<category><![CDATA[OER]]></category>
		<category><![CDATA[Women In STEM]]></category>
		<category><![CDATA[Creative Commons]]></category>
		<category><![CDATA[DLAM Feed]]></category>
		<category><![CDATA[H5P]]></category>
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					<description><![CDATA[<span class="span-reading-time rt-reading-time" style="display: block;"><span class="rt-label rt-prefix">Reading Time: </span> <span class="rt-time"> 2</span> <span class="rt-label rt-postfix">minutes</span></span><span class="span-reading-time rt-reading-time"><span class="rt-label rt-prefix">Estimated reading time: </span> <span class="rt-time"> 2</span> <span class="rt-label rt-postfix">minutes. </span></span>For Ada Lovelace Day 2025, Jackie, Magda and Stewart created the 'Interactive Women in STEM tour' game for everyone to play.]]></description>
		
		
		
		<post-id xmlns="com-wordpress:feed-additions:1">6030</post-id>	</item>
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		<title>Moira Dunbar</title>
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		<dc:creator><![CDATA[Stewart Lamb Cromar]]></dc:creator>
		<pubDate>Mon, 13 Oct 2025 12:37:09 +0000</pubDate>
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		<category><![CDATA[colouring book]]></category>
		<category><![CDATA[illustration]]></category>
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					<description><![CDATA[<span class="span-reading-time rt-reading-time" style="display: block;"><span class="rt-label rt-prefix">Reading Time: </span> <span class="rt-time"> 2</span> <span class="rt-label rt-postfix">minutes</span></span><span class="span-reading-time rt-reading-time"><span class="rt-label rt-prefix">Estimated reading time: </span> <span class="rt-time"> 2</span> <span class="rt-label rt-postfix">minutes. </span></span>For Ada Lovelace Day 2025 I created a colouring-in illustration of Moira Dunbar (1918-1999), the pioneering Scottish-Canadian glaciologist and Arctic sea-ice researcher.]]></description>
		
		
		
		<post-id xmlns="com-wordpress:feed-additions:1">6016</post-id>	</item>
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		<guid isPermaLink="false">https://blogs.ed.ac.uk/dlam/?p=5614</guid>

					<description><![CDATA[<span class="span-reading-time rt-reading-time" style="display: block;"><span class="rt-label rt-prefix">Reading Time: </span> <span class="rt-time"> 5</span> <span class="rt-label rt-postfix">minutes</span></span>The Interactive Content team used ThingLink to create interactive learning materials for two Careers Services projects: ‘Skills For Success Framework’ and ‘Riding the Wave’. They chose ThingLink for its ability to add interactivity to graphics and its ease of embedding into EdWeb. The team collaborated with the Graphics Design service to create engaging and accessible content using ThingLink’s scenes and tags features.]]></description>
		
		
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		<post-id xmlns="com-wordpress:feed-additions:1">5466</post-id>	</item>
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		<dc:creator><![CDATA[Stewart Lamb Cromar]]></dc:creator>
		<pubDate>Mon, 11 Aug 2025 13:33:50 +0000</pubDate>
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		<category><![CDATA[academics]]></category>
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		<category><![CDATA[Interactive Content feed]]></category>
		<category><![CDATA[accessibility]]></category>
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					<description><![CDATA[<span class="span-reading-time rt-reading-time" style="display: block;"><span class="rt-label rt-prefix">Reading Time: </span> <span class="rt-time"> 5</span> <span class="rt-label rt-postfix">minutes</span></span>Challenging conventional funding structures to include intersectionally underrepresented casualised academics. The Interactive Content team help launch a new digital comic resource.]]></description>
		
		
		
		<post-id xmlns="com-wordpress:feed-additions:1">5397</post-id>	</item>
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		<title>Educated Prompting: Coding Without Writing a Single Line</title>
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				<category><![CDATA[Claude]]></category>
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		<category><![CDATA[GenAI]]></category>
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					<description><![CDATA[<span class="span-reading-time rt-reading-time" style="display: block;"><span class="rt-label rt-prefix">Reading Time: </span> <span class="rt-time"> 9</span> <span class="rt-label rt-postfix">minutes</span></span>In my second month as the DLAM Digital Accessibility Intern, I've been contributing key accessibility and UX improvements to an open-source sheet music application. This blog describes how a GenAI workflow helped fast-track my understanding of Python coding, and allowed me to make impactful changes to an open-source project, through a process I call "Educated Prompting".]]></description>
		
		
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		<pubDate>Tue, 01 Jul 2025 10:44:52 +0000</pubDate>
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		<guid isPermaLink="false">https://blogs.ed.ac.uk/dlam/?p=5208</guid>

					<description><![CDATA[<span class="span-reading-time rt-reading-time" style="display: block;"><span class="rt-label rt-prefix">Reading Time: </span> <span class="rt-time"> 18</span> <span class="rt-label rt-postfix">minutes</span></span>In this blog post, I write about what digital accessibility is, how we can make digital content more accessible, and why all of this matters in the first place. Also, this is a sort of diary of my first month as a Digital Accessibility Intern: what I have been up to, and my thoughts about various activities I have undertaken.]]></description>
		
		
		
		<post-id xmlns="com-wordpress:feed-additions:1">5134</post-id>	</item>
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		<title>ASPIRING study website</title>
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		<dc:creator><![CDATA[Stewart Lamb Cromar]]></dc:creator>
		<pubDate>Mon, 30 Jun 2025 16:02:08 +0000</pubDate>
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		<category><![CDATA[accessibility]]></category>
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					<description><![CDATA[<span class="span-reading-time rt-reading-time" style="display: block;"><span class="rt-label rt-prefix">Reading Time: </span> <span class="rt-time"> 2</span> <span class="rt-label rt-postfix">minutes</span></span><span class="span-reading-time rt-reading-time"><span class="rt-label rt-prefix">Estimated reading time: </span> <span class="rt-time"> 2</span> <span class="rt-label rt-postfix">minutes. </span></span>The Interactive Content team within Information Services designed and published the ASPIRING study website on behalf of Professor Rustam Al-Shahi Salman from the CCBS (Centre for Clinical Brain Sciences, University of Edinburgh).]]></description>
		
		
		
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		<pubDate>Tue, 24 Feb 2026 16:06:03 +0000</pubDate>
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					<description><![CDATA[<span class="span-reading-time rt-reading-time" style="display: block;"><span class="rt-label rt-prefix">Reading Time: </span> <span class="rt-time"> < 1</span> <span class="rt-label rt-postfix">minute</span></span>If you are interested in helping users and people, we have an interesting summer internship for you which is about checking our services to make sure they are as accessible as they can be for all our users.]]></description>
		
		
		
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		<title>Reflecting on a Drupal 7 to Drupal 10 Migration</title>
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		<dc:creator><![CDATA[Charlie Chu]]></dc:creator>
		<pubDate>Mon, 08 Dec 2025 15:43:39 +0000</pubDate>
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					<description><![CDATA[<span class="span-reading-time rt-reading-time" style="display: block;"><span class="rt-label rt-prefix">Reading Time: </span> <span class="rt-time"> 4</span> <span class="rt-label rt-postfix">minutes</span></span>In 2023, I started work on migrating three Drupal 7 websites over to Drupal 10. All three sites used a custom sub-theme based on Bootstrap 3. Each site had its own purpose, but they needed to look and feel similar. The main reason for the migration was that Drupal 7 was reaching its end-of-life.]]></description>
		
		
		
		<post-id xmlns="com-wordpress:feed-additions:1">6968</post-id>	</item>
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		<title>Interactive Women in STEM tour</title>
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		<dc:creator><![CDATA[Stewart Lamb Cromar]]></dc:creator>
		<pubDate>Mon, 13 Oct 2025 14:35:12 +0000</pubDate>
				<category><![CDATA[Interactive Content feed]]></category>
		<category><![CDATA[OER]]></category>
		<category><![CDATA[Women In STEM]]></category>
		<category><![CDATA[Creative Commons]]></category>
		<category><![CDATA[DLAM Feed]]></category>
		<category><![CDATA[H5P]]></category>
		<category><![CDATA[University of Edinburgh]]></category>
		<guid isPermaLink="false">https://stubot.me/?p=3578</guid>

					<description><![CDATA[<span class="span-reading-time rt-reading-time" style="display: block;"><span class="rt-label rt-prefix">Reading Time: </span> <span class="rt-time"> 2</span> <span class="rt-label rt-postfix">minutes</span></span><span class="span-reading-time rt-reading-time"><span class="rt-label rt-prefix">Estimated reading time: </span> <span class="rt-time"> 2</span> <span class="rt-label rt-postfix">minutes. </span></span>For Ada Lovelace Day 2025, Jackie, Magda and Stewart created the 'Interactive Women in STEM tour' game for everyone to play.]]></description>
		
		
		
		<post-id xmlns="com-wordpress:feed-additions:1">6030</post-id>	</item>
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		<title>Moira Dunbar</title>
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		<dc:creator><![CDATA[Stewart Lamb Cromar]]></dc:creator>
		<pubDate>Mon, 13 Oct 2025 12:37:09 +0000</pubDate>
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		<category><![CDATA[colouring book]]></category>
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		<category><![CDATA[Interactive Content feed]]></category>
		<category><![CDATA[OER]]></category>
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					<description><![CDATA[<span class="span-reading-time rt-reading-time" style="display: block;"><span class="rt-label rt-prefix">Reading Time: </span> <span class="rt-time"> 2</span> <span class="rt-label rt-postfix">minutes</span></span><span class="span-reading-time rt-reading-time"><span class="rt-label rt-prefix">Estimated reading time: </span> <span class="rt-time"> 2</span> <span class="rt-label rt-postfix">minutes. </span></span>For Ada Lovelace Day 2025 I created a colouring-in illustration of Moira Dunbar (1918-1999), the pioneering Scottish-Canadian glaciologist and Arctic sea-ice researcher.]]></description>
		
		
		
		<post-id xmlns="com-wordpress:feed-additions:1">6016</post-id>	</item>
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		<title>Making an impact with ThingLink</title>
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		<dc:creator><![CDATA[Jackie Aim]]></dc:creator>
		<pubDate>Mon, 18 Aug 2025 07:19:54 +0000</pubDate>
				<category><![CDATA[EdWed]]></category>
		<category><![CDATA[infographic]]></category>
		<category><![CDATA[Interactive Content]]></category>
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		<category><![CDATA[ThingLink]]></category>
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					<description><![CDATA[<span class="span-reading-time rt-reading-time" style="display: block;"><span class="rt-label rt-prefix">Reading Time: </span> <span class="rt-time"> 5</span> <span class="rt-label rt-postfix">minutes</span></span>The Interactive Content team used ThingLink to create interactive learning materials for two Careers Services projects: ‘Skills For Success Framework’ and ‘Riding the Wave’. They chose ThingLink for its ability to add interactivity to graphics and its ease of embedding into EdWeb. The team collaborated with the Graphics Design service to create engaging and accessible content using ThingLink’s scenes and tags features.]]></description>
		
		
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		<dc:creator><![CDATA[Stewart Lamb Cromar]]></dc:creator>
		<pubDate>Mon, 11 Aug 2025 13:33:50 +0000</pubDate>
				<category><![CDATA[academia]]></category>
		<category><![CDATA[academics]]></category>
		<category><![CDATA[comic]]></category>
		<category><![CDATA[comic book]]></category>
		<category><![CDATA[illustration]]></category>
		<category><![CDATA[Interactive Content feed]]></category>
		<category><![CDATA[accessibility]]></category>
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		<category><![CDATA[University of Edinburgh]]></category>
		<guid isPermaLink="false">https://stubot.me/?p=3519</guid>

					<description><![CDATA[<span class="span-reading-time rt-reading-time" style="display: block;"><span class="rt-label rt-prefix">Reading Time: </span> <span class="rt-time"> 5</span> <span class="rt-label rt-postfix">minutes</span></span>Challenging conventional funding structures to include intersectionally underrepresented casualised academics. The Interactive Content team help launch a new digital comic resource.]]></description>
		
		
		
		<post-id xmlns="com-wordpress:feed-additions:1">5397</post-id>	</item>
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		<title>Educated Prompting: Coding Without Writing a Single Line</title>
		<link>https://blogs.ed.ac.uk/dlam/2025/07/31/educated-prompting/</link>
		
		<dc:creator><![CDATA[dbuik]]></dc:creator>
		<pubDate>Thu, 31 Jul 2025 14:49:56 +0000</pubDate>
				<category><![CDATA[Claude]]></category>
		<category><![CDATA[ELM]]></category>
		<category><![CDATA[Gemini]]></category>
		<category><![CDATA[GenAI]]></category>
		<category><![CDATA[GitHub]]></category>
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		<category><![CDATA[Interactive Content feed]]></category>
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					<description><![CDATA[<span class="span-reading-time rt-reading-time" style="display: block;"><span class="rt-label rt-prefix">Reading Time: </span> <span class="rt-time"> 9</span> <span class="rt-label rt-postfix">minutes</span></span>In my second month as the DLAM Digital Accessibility Intern, I've been contributing key accessibility and UX improvements to an open-source sheet music application. This blog describes how a GenAI workflow helped fast-track my understanding of Python coding, and allowed me to make impactful changes to an open-source project, through a process I call "Educated Prompting".]]></description>
		
		
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		<post-id xmlns="com-wordpress:feed-additions:1">5385</post-id>	</item>
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		<title>Diary of an Accessibility Intern (Weeks 1-4)</title>
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		<dc:creator><![CDATA[dbuik]]></dc:creator>
		<pubDate>Tue, 01 Jul 2025 10:44:52 +0000</pubDate>
				<category><![CDATA[Interactive Content]]></category>
		<category><![CDATA[Interactive Content feed]]></category>
		<category><![CDATA[internship]]></category>
		<category><![CDATA[thinking]]></category>
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		<guid isPermaLink="false">https://blogs.ed.ac.uk/dlam/?p=5208</guid>

					<description><![CDATA[<span class="span-reading-time rt-reading-time" style="display: block;"><span class="rt-label rt-prefix">Reading Time: </span> <span class="rt-time"> 18</span> <span class="rt-label rt-postfix">minutes</span></span>In this blog post, I write about what digital accessibility is, how we can make digital content more accessible, and why all of this matters in the first place. Also, this is a sort of diary of my first month as a Digital Accessibility Intern: what I have been up to, and my thoughts about various activities I have undertaken.]]></description>
		
		
		
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		<title>ASPIRING study website</title>
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		<dc:creator><![CDATA[Stewart Lamb Cromar]]></dc:creator>
		<pubDate>Mon, 30 Jun 2025 16:02:08 +0000</pubDate>
				<category><![CDATA[Interactive Content feed]]></category>
		<category><![CDATA[accessibility]]></category>
		<category><![CDATA[DLAM Feed]]></category>
		<category><![CDATA[Drupal]]></category>
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		<category><![CDATA[University of Edinburgh]]></category>
		<guid isPermaLink="false">https://stubot.me/?p=3494</guid>

					<description><![CDATA[<span class="span-reading-time rt-reading-time" style="display: block;"><span class="rt-label rt-prefix">Reading Time: </span> <span class="rt-time"> 2</span> <span class="rt-label rt-postfix">minutes</span></span><span class="span-reading-time rt-reading-time"><span class="rt-label rt-prefix">Estimated reading time: </span> <span class="rt-time"> 2</span> <span class="rt-label rt-postfix">minutes. </span></span>The Interactive Content team within Information Services designed and published the ASPIRING study website on behalf of Professor Rustam Al-Shahi Salman from the CCBS (Centre for Clinical Brain Sciences, University of Edinburgh).]]></description>
		
		
		
		<post-id xmlns="com-wordpress:feed-additions:1">5112</post-id>	</item>
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Diag| Considering item [https://stubot.me/?p=3601] "300 Faces"

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Diag| Considering item [https://blogs.ed.ac.uk/dlam/?p=18828] "Digital Accessibility Intern"

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Diag| Considering item [https://blogs.ed.ac.uk/dlam/?p=12121] "Reflecting on a Drupal 7 to Drupal 10 Migration"

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Diag| Considering item [https://stubot.me/?p=3578] "Interactive Women in STEM tour"

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Diag| Considering item [https://stubot.me/?p=3569] "Moira Dunbar"

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Diag| Considering item [https://blogs.ed.ac.uk/dlam/?p=5614] "Making an impact with ThingLink"

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Diag| Considering item [https://blogs.ed.ac.uk/dlam/?p=5208] "Diary of an Accessibility Intern (Weeks 1-4)"

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