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The simple, guided workflow lets you do the following:. Make PDFs accessible : A predefined action automates many tasks, checks accessibility, and provides instructions for items that require manual fixes. Quickly find and fix problem areas. Report accessibility status : The Accessibility Report summarizes the findings of на этой странице accessibility check. It contains links to tools and documentation that assist in fixing problems.

It prompts to address accessibility issues, such as a missing document description or title. Frde looks for common elements that need further action, such as scanned text, form fields, tables, and images.

The right-hand pane changes to display each task included adobe acrobat pro dc change highlight colour free the Make Accessible action, as well as the instructions to execute the action. Select the files that you want to apply the Make Accessible action windows 10 enterprise e3 (local only) activation free download. By default, the action runs on the hihglight that’s currently open.

Select Add Files to select additional files or a folder to run the action on. A good way to check the accessibility of a document is to ссылка на продолжение tools that your readers will use. Even if you do not have access to those tools, Adobe Acrobat provides an automated way to check the accessibility of a PDF file.

You can choose which accessibility problems to look for and how you want the results reported. In the Report Options section, select options for how you want to view the results. You can save the results as an HTML file on your system, or attach the results file to the document itself. Click Start Checking. The results are displayed in the Accessibility Checker panel on the left, which also has helpful links and hints for repairing issues.

If you created a report in step 2, the results are available in the selected folder. Choose one of the following options from the context menu:. Acrobat either fixes the item automatically, or adobe acrobat pro dc change highlight colour free a dialog box prompting you to fix the item manually. Deselects this option in the Accessibility Checker Options dialog box for future checks of this document, and changes the item status to Skipped. Opens the online Help where you can get more details about the accessibility issue.

Check Again:. Show Report:. Opens the Accessibility Checker Options dialog box, so you can select which checks are performed. A document author can specify that adoge part of an accessible PDF is to be copied, printed, extracted, commented on, or edited. This setting could interfere with a screen reader’s ability to read the document, because screen readers must be able to copy or extract the wdobe text to convert it to speech. This flag reports whether it’s necessary to turn on the security settings that allow accessibility.

To fix the rule automatically, select Accessibility Permission Flag on the Accessibility Checker panel. Then, choose Fix from the Options menu. Choose No Security from the Security Method drop-down list. Click OK and close the Document Properties dialog box.

If your assistive technology product is registered with Adobe as a Trusted Agent, you can read PDFs that might be inaccessible to another assistive technology product. Acrobat recognizes when a prp reader or other product is a Trusted Agent and overrides security settings that would typically limit access to the content for accessibility purposes.

However, the security settings remain in effect for all other purposes, such as to prevent printing, copying, extracting, commenting, or editing text. See the related WCAG section: 1. Reports whether the document contains адрес content that is not accessible.

If the нажмите чтобы перейти appears to contain text, but doesn’t contain fonts, it could be an image-only PDF file. Or, to fix this rule check manually, use OCR to recognize text in scanned images:. Select the pages you want to process, the document language, and then click Recognize Text. Non-text content A. Acrobat automatically adds tags to the PDF.

Verify this rule check manually. Make sure that the reading order displayed in the Tags panel coincides with adobe acrobat pro dc change highlight colour free logical reading order of the document.

Setting the document language in a PDF enables some screen readers to switch to the appropriate language. This check determines whether the primary text language for the PDF is specified. Cc the check microsoft windows 10 movie maker free download free download, set the language.

To set the language automatically, select Primary Language in the Accessibility Checker tab, and then choose Fix from the Options menu. To fix the title automatically, select Title in the Accessibility Checker tab, and choose Fix from the Options menu.

Enter the document title in the Description dialog box deselect Leave As Isif necessary. Adobe acrobat pro dc change highlight colour free the related WCAG section: 2. This check fails when the document has 21 or more pages, highligyt doesn’t have bookmarks that parallel the document structure.

To add bookmarks to the document, select Bookmarks on the Accessibility Checker panel, and choose Fix from the Options menu. In the Structure Elements dialog box, select the elements that you want to use as bookmarks, and click Changr. You can also access the Structure Elements dialog box by clicking the Options menu on the Bookmark tab and selecting the New Bookmarks From Structure command.

See the related WCAG sections: 2. When this check fails, it’s possible that the document contains content that isn’t accessible to people who are color-blind. To fix this issue, make sure that the document’s content adheres to the guidelines outlined in WCAG section 1. Or, include a recommendation that the PDF viewer use high-contrast colors:. Choose the color combination that you want from the drop-down list, and then click OK. This check reports whether all content in the document is tagged.

Make sure that all content in the document is either included in the Tags tree, or marked as an artifact. See the related WCAG sections: 1. This rule checks whether all annotations are tagged. Make sure that annotations such as comments and editorial adobe acrobat pro dc change highlight colour free such as insert and highlight are either included in the Tags tree or marked as artifacts.

To have Acrobat assign tags automatically to adobe acrobat pro dc change highlight colour free as they’re created, choose Tag Annotations from co,our Options menu on the Tags panel. Because tabs are often used to hlghlight a PDF, it’s necessary that the tab order parallels the document structure.

Adobe acrobat pro dc change highlight colour free fix the tab order automatically, select Tab Order on the Accessibility Checker panel, and choose Fix from the Options menu.

Click the Page Thumbnails panel on the navigation pane. Click a page thumbnail, and then choose Page Properties from the Options menu. In the Page Увидеть больше dialog box, choose Tab Order. Specifying the encoding helps PDF viewers’ present users with readable text. However, some character-encoding issues aren’t repairable within Acrobat. This rule checks whether all multimedia objects are tagged. Make sure that content is either included in the Tags tree or marked as an artifact.

Then, select Create Artifact from the context menu. Select the content, and then apply tags as necessary. Assign tags using the Tags panel. Elements that make the screen flicker, such as animations and scripts, can cause seizures in individuals who have photosensitive epilepsy.

These elements can also be difficult to see when the screen is magnified. If the Screen Flicker rule fails, manually remove or modify the script or content that causes screen flicker. See these related WCAG sections: 1. Level A. Content cannot be script-dependent unless both content and functionality are accessible to assistive technologies.

Make sure that chnage doesn’t interfere with keyboard navigation or prevent the use of any input device. Check the scripts manually. Remove or modify any script or content that compromises accessibility.

Level A4. This rule check applies to documents that contain forms with JavaScript. If the rule check fails, make sure that the page does not require timed responses. Edit or remove scripts that impose timely user response so that users have enough time to read and use the content. The http://replace.me/27337.txt way to create accessible links is with the Create Link command, which adds all three peo that screen readers require to recognize a adobe acrobat pro dc change highlight colour free.

Make sure that navigation links are not repetitive and that there is a way for users to skip over repetitive links. If this adpbe check fails, check navigation links manually and verify that the content does not have too many identical links. Also, provide a way for users to skip over items that appear multiple times. For example, if the same links appear on each page of the document, also include a “Skip navigation” link. In an accessible PDF, all form fields are tagged and are a part of chamge document structure.

In addition, you can use the tool tip form filed property to provide the user with information or to provide instructions.


How to Change the Highlight Color in Adobe Acrobat Reader


But it is marred by regular requests for you to upgrade to the more powerful, premium Adobe Acrobat DC. Still the app is multi-platform and robust enough. Steve has been writing about technology since He uses many of the apps he writes about in his personal and professional life.

Steve loves how computers have enabled everyone to delve into creative possibilities, and is always delighted to share his knowledge, expertise, and experience with readers. Tech Radar. North America. Home Reviews Software. TechRadar Verdict. Implementation of the weekly simulation decisions varies amongst classes based on professor choice: some classes will make weekly simulation decisions in-class with or without coaching from professors, others will make simulation decisions outside of class without professor coaching.

Given the increased focus on experiential learning at Humber, determining the best approach to integrate simulation games for 1st year students is a key learning that can support this strategic focus. Are there any unintended impacts on student attitudes and success in the course from this approach? The paramedics program at Humber College trains students to be effective while out in the field. Students in their first year are trained to deal with Multiple Casualty Incidents MCI , which are limited-scale emergency situations requiring a coordinated response from one or more ambulance service s.

Students go through three hours of classroom lecturing and are given a paper-based scenario with ten patients to triage. Students will identify and prioritize multiple patients based on their symptoms and follow steps of assessment. These steps include assessing breathing, circulation, and level of consciousness. Virtual reality is an emerging technology in education. The technology is used to create simulation-based training to mimic real-life scenarios.

In this scenario, a bomb is detonated at a subway station and there are multiple casualties. Students were expected to properly assess virtual patients within a given amount of time. Students used an HTC Vive headset to view the simulation and will use game controllers to move themselves and interact with the environment.

In addition, physiological measures i. Currently the Public Relations textbooks on the market are American. There is a lack of PR case studies, which look at current business problems in the Canadian context. In the summer of , the following cases were complete:.

More current, relevant cases based on Canadian companies will augment the learning outcomes of the course in particular to applying creative approaches to complex communications and problem solving. Hazinski et al. In the Humber Post graduate specialty certificate programs, nurses from both community and academic hospital practice settings can develop added competencies in a safe, simulated environment before they enter their new practice setting.

Eligible participants were recruited from our specialty programs. Participants can incorporate theoretical knowledge gained in each of the specialty programs. The three specialty programs are designed to assist participants developing the knowledge and skills requisite of the registered nurse to deliver safe, quality patient care in the high acuity, critical care and the Emergency department setting. The School of Health Sciences Continuing Education department utilizes the learning management system LMS Blackboard to support all online and face-to-face course sections offered each term.

Over many years, these courses have been exposed to curriculum upgrades. As a result, there are several different course designs in Continuing Education based on either when the curriculum was originally written or last overhauled. Through the Usability Lab at Humber College, the researchers would like to determine which course design enhances student learning.

The researchers hope to learn two important lessons in quality assurance. The first, through employment of the think-aloud technique in the Usability Lab, is determining which course design will result in the fastest navigation and least amount of frustration for participants.

The second lesson for researchers is assessing which course design participants prefer and find the most visually compelling. For engineering students, some of the course modules, especially when mathematical skills are needed, are often found to be quite difficult. As a result, students can gradually lose their interest to study.

According to the research conducted by Awang et al. This proposed research studies the effects of whiteboard animation videos on explaining complicated engineering concepts. There is a lack of PR case studies which take a look at current business problems in the Canadian context. Further, the cases will be based on first-hand research with business professionals in the field. Pending availability of participants, sample topics include:.

This project will create business cases based on insights gathered from interviewing individuals from three Canadian companies. Many students express and demonstrate difficulty with understanding and practicing mathematics. It is normal to initially have difficulty with a subject, although it is expected that throughout the process of taking a course in the particular subject matter, students develop comfort and improve their performance ability with the material.

This expectation is built on another expectation, which is that students are engaged in class, complete assigned work and exercises, and seek help when they are struggling with a subject. An ideal solution would be one that achieves the desired results of the lesson, and of a work periods or practicum session, simultaneously, such that students can be presented with fundamental concepts about the subject matter, while engaged with an interesting activity that allows them to practice the concepts discussed.

Gamification presents such a solution. A numerical card game called quant , has developed by the author in order to improve mathematical fluency. This game utilizes a set of numerical cards, and mechanics based on how to draw cards, the meaning of drawn cards, and what calculations must be performed in what situations. Thus, feedback and assessment are key factors in student learning. This project aimed to understand if a process-based assessment structure better supports student learning.

This structure consists of small assignments throughout the semester that build towards the creation of a final product. It also involves feedback that is frequent, timely, and actionable, conditions that Gibbs et al. It is expected that the breakdown of a larger assignment into sub-tasks, in addition to the interdependence of these smaller assignments, will reduce student procrastination.

Ultimately this project examined if a process-based assessment structure allowed students to learn how to incorporate feedback, and develop meta-cognition. To date, most educational interventions created for family caregivers have focused on patients with a single diagnosis Hughes, Suggested interventional topics include: teaching skills related to symptom management, pain management, medication management and handling related side effects , general problem solving, safely promoting patient independence, achieving illness acceptance, etc.

Current literature explores the healthy benefits of implementing positive interventions and increasing the experience of positive emotions. Simultaneously, current literature explores the healthy benefits of nature. However, current literature does not explore the effects on subjective sense of happiness when positive interventions are implemented in nature. This intent of this study is to explore possible increase sense of wellbeing when positive interventions are implemented in nature.

Participants were assigned to two groups, an experiential group and a comparison group. The comparison group implemented positive intervention indoors and the experiential group implemented positive interventions in nature. Within the last decade, various service industries have addressed the stigma surrounding mental llness in order to support individuals on their road to recovery. Leading mental health organizations, such as the Centre for Addiction and Mental Health and the Canadian Mental Health Association have published a variety of resources to educate the community about mental illness.

Some notable documentaries have also captured the experiences of individuals and their families who have mental illness. Voices looks at three participants and their experience with schizophrenia. Children of Darkness brings to light the abuses youth with mental illness experience in institutions. Changing Minds, The Inside Story is a three-part documentary following mentally ill patients in two Australian hospitals. In addition, one can find online resources such as through YouTube to learn more about mental illness.

What is still missing, however, are educational videos geared towards Canadian criminal justice organizations that provide guidelines from survivors and their caregivers about their experiences, and henceforth, their suggestions for interaction and support. The interactive demonstrations have been created by various individuals including the Principal Investigator using the programming language Mathematica. Demonstrations are interactive in that they allow individuals using keyboard, mouse, touchscreen to effect change on various computer modeled phenomena by clicking buttons, scrolling, zooming, entering specific values, etc.

The ability to interact directly with mathematical phenomenon such as these demonstrations should have a positive impact on learning concepts related to the specific demonstration. Demonstrations may also create an interest in mathematics and related fields where some find confusion and boredom. Demonstrations will be incorporated into the course in two ways.

First, the instructor will be using demonstrations in class as lecture material. Second and most importantly students will be able to go on-line at anytime to interact directly with demonstrations via a link on Blackboard.

With The Accessibility for Ontarians with Disabilities Act, AODA , the provincial government has mandated universal accessibility standards in a wide range of fields including education. Within the Media Foundation Program here at Humber, we are deeply committed to learning how we can make our course content fully inclusive and accessible for all of our students.

We firmly believe that Humber has an opportunity to lead the way in universal design, and that looking to the study of media is a great first step. In our Media Foundation courses, we often look at events and trends as they happen, and we often do so using video content from all over the web. Since this content is new, and tends to be on platforms with unreliable or non-existent captioning such as YouTube and Vimeo , we are currently unable to make it accessible for our students have a hearing impairment or who are Deaf.

Since we are aware of the current academic discourse on the importance of multimodal literacy as evidenced above , we have developed an alternative method for teaching WRIT that uses multimodal texts and strategies. This project investigates the effectiveness of a popular English as a Second Language L2 corrective written feedback approach — reformulation — with a different learner group: Native English speaking L1 college students in a remedial reading-writing course. We have found that some remedial L1 writing students are unable to notice lexical, grammatical, and discourse errors in their own writing, often because they have difficulty distancing themselves from their own writing and observing it systematically.

This is supported within the field of rhetorical and composition research, especially within the scope of basic writing error analysis for remedial writers see Shaughnessy, M.

We are, in essence, trying to determine effective pedagogical strategies for remedial writers that will enhance their ability to notice and correct certain errors in their writing. Canada is among one of the most diverse nations where individuals, regardless of their race, gender, class, age, sexual orientation, ability, country of origin and nationality as well as other socially constructed identities are to be protected under the law, policy and practice.

The commitment towards diversity is considered as one the first platforms for our societal strength and socio-economic and political inclusion. As a result, many academic institutions including Humber College are currently offering diversity courses within their programs in order to contribute towards socio-equitable practices and eliminate discrimination and barriers that might hinder marginalized individuals and communities from reaching their potential.

Despite this effort, recent reports Gaudet, ; Reasons et al. Other studies Hayle, Wortley, and Tanner, ; Scott, ; Henry, Reece and Tator, highlight discrimination within the justice system from the point of entry to exit from the system. This project interviewed faculty who have taught diversity related subjects in SSCS in order to identify gaps and strengths of the existing pedagogical approaches used in teaching diversity courses within the Justice Services Program.

Little has been written about the best learning experiences of students in a community college Hatch et al. This research focuses on courses other than research methods courses. Most of the research is about students in universities taking online courses e.

This study addresses the research gap. The current research on best learning experiences for students provides some components of great learning experiences for students at the post-secondary level. As a result, it can be used to design this study. The purpose of the study was to help students understand course concepts. Students described what their best learning experience has been in the research methods course and rated how they feel about the experiences described in the focus group.

Insights gathered can be used to improve RSMT for future cohorts. Educators are integrating increasingly innovative technology into their teaching practices, including in their online educational content. One such innovation — the Lightboard — is an illuminated clear glass board used for recording video lectures. It allows the educator to face the audience while writing out and diagramming concepts, which creates a more personable and interactive learning experience.

This project implemented six Lightboard videos in an Electronic Devices 2nd semester course at Humber College. Engineering lectures usually involve drawings and equations drawn on chalkboards or whiteboards. This project measured direct GPA performance along with student self-reports on engagement with the videos. There is global interest in content-based instruction Stoller Many instructors are intrigued by the idea of integrating language skills and content.

Both can inform one another. Nevertheless, there are more challenges to this approach than in, for example, a language-only course Stoller , Baecher, There is also the worry that the language objectives will suffer when taught alongside content Bigelow This research shifts the focus to the content. In other words, while most research evaluates content according to whether or not it helps language learning, this project used language learning in the service of content.

The rationale for this inversion is threefold. First, it is based on limited utilization of these techniques in our current pedagogy. The hope was that by formalizing these experiences into a research project, it would help clarify and confirm whether or not anecdotal experience maps onto reality. Second, and more concretely, it is believed that the triadic model Bigelow utilized has multiple access points, which means that one can leverage language structures in order to build content comprehension.

The final reason for utilizing language structures in the service of content is the learning objectives of the course. Currently at Humber, HESL is a compulsory content-based course, which means that students are required to take it. This reality, on its own, restricts the scope of the research project.

Content-heavy, foundational Health Science courses are often a challenge for students. There is evidence, that students perform better on oral as compared to traditional written examinations. TOEs are designed such that students do not know the questions they will be asked before the exam and the examiner has wide latitude in which questions to ask.

SOEs by contrast, are those in which the questions are standardized for all students and they may or may not know the questions ahead of time. Students are also reported to have a positive attitude toward oral assessments, though a drawback of many of these studies is the anecdotal nature of much of this student feedback.

Given the resource-intensive nature of oral assessments, it is important to know objectively whether oral assessments facilitate student learning and knowledge retention; this will allow for informed decisions regarding resource allocation for this type of assessment. This project evaluates the efficacy of a one-on-one oral assessment called the One2One in student learning of new material and the retention of this new knowledge in both the medium- and long-term.

How students experience their learning is also a valuable metric for measuring the efficacy of an assessment method and so the perceived professional value and usefulness of the One2One was evaluated through the solicitation of student perspectives.

In the last 10 years, podcasting pre-recorded audio files that are downloaded by individuals and listened to largely on portable devices has become a wide-spread phenomenon in fields as disparate as entertainment and neuroscience. However, because they are still a fairly recent medium, little is known so far about their effectiveness in communicating information in the diploma-level college environment.

Research has shown there is great potential to this new area Robinson and Ritzko ; McKinney et al but that there still remains questions regarding what format is the most useful in this setting Middleton Through a survey and focus group, parents identified benefits of participation in a forest nature program including increased time outdoors, play confidence, risk-taking opportunities, improved health, wellness and the developing seeds of environmental stewardship and reciprocity.

CIDA, As such, there is evidence in the literature of how interior design education programs design and deliver courses in interdisciplinary design practice.

Seeking to remedy the gap, this research project proposes an exploratory study to identify long-term learning lessons from the Interdisciplinary Practices course in the Bachelor of Interior Design degree at Humber ITAL. The objective is to help inform and introduce improvements to the course for future offerings.

Printing is an integral part of design and advertising — it is both technical and creative and can be the difference between the success or failure of a project. Knowledge of different printing technologies helps students to push their creativity by working with different mediums. Mixing old and new printing technologies — both tactile and digital media — opens up the potential for new ideas. Students often poorly understand the importance of printing as well as the required depth of information and its creative potential.

We believe this topic would connect better with students and create improved understanding when taught in a more hands-on manner through the direct use of printing technology that the students can use themselves. By furthering the tactile experience of using print technology in the second year BoCA course, Digital Production, we hope that students will be further engaged and better understand how printing works. This research project explored students learning experience in Introduction to Managerial Accounting course, in particular the application of the new concepts introduced to students.

The current student population that is enrolled in the course varies and comes from different degree programs offered by the Faculty of Business, so the level of understanding and grasping of accounting concepts varies significantly amongst the students. Some of our students are non-accounting majors and struggle with this topic managerial accounting. Given the complexity of the subject matter, non-accounting students often fail to appreciate the relevance of the many aspects of the course content.

Therefore, we see students struggling with the application of concepts in real case scenarios after it is introduced and discussed in class using traditional classroom techniques. Case study method has been widely used as a teaching tool in various business disciplines Thomas, L.

The case study approach enables students to apply concepts learned to practical business scenarios. Our proposed study was designed to determine a if students perceive mini-cases improve their learning experience; b if students perceive that mini-cases motivate them; c if students perceive they achieved higher outcomes with the mini-case approach.

By , the World Health Organization predicts depression to be the most common health problem in the world Brundland, The focus of this study is to deepen an understanding of how post-secondary institutions can build in preventative measures for student wellness.

Ultimately, such initiatives could improve retention, increase graduation rates and advance student success. Each week, for four weeks, students engaged in three self-selected intentional activities. The experimental group chose from a list of activities that have been reliably shown to increase positive emotions and the comparison group chose from a list of activities that have not been reliably shown to increase positive emotions.

The intent of this project was to discover if regular engagement in positive activities will increase the subjective sense of happiness among students. In their article Abodor and Daneshfar, 1. Abodor and Daneshfar, have referenced Jennings, , Thomson et al. The Principles of Management course BMGT at Humber College in Toronto examines the roles of the manager and the skills needed to plan, organize, lead and control resources to achieve organizational objectives.

The business simulation software Praxar Golf — Introduction to Management introduced in this study offers students an opportunity to make decisions affecting an entire business comprising a golf course, pro-shop and restaurant. Students will then be able to observe the results of their decisions to such measures as EPS, sales and asset values. Ethical decisions are included as an integral part of decision-making. Student engagement levels are linked to satisfaction with learning events. There is a large amount of research around student engagement and how the learning environment can improve learner engagement and participation levels.

This project hypothesizes that increased student participation and engagement activities as measured by student contributions to class discussions, by questions asked in class, or by participation in group activities in class is positively correlated to academic success. In order to paint a portrait of current entrepreneur teaching strategies at Ontario Colleges, this project will focus on entrepreneurship courses and specifically the entrepreneurial education taught in the Entrepreneurial Enterprise Post Graduate Program and will:.

Students at Humber College, both degree and diploma students, are required to take a prescribed number of Electives in order to graduate from their program. This belief can manifest itself as disengagement. But if Twitter, a popular social media platform, is incorporated into course work, can it help students to respond to and invest themselves in the learning materials of their courses.

The BAA-CJ program currently does not use the conflict simulator as a teaching tool within its curriculum. This project aimed to get a better sense of the prevalent conflict scenarios happening in current CJ professions and from there develop ecologically valid scenarios to be incorporated into CJ courses.

The current project developed useful conflict scenarios for the simulator library based on student and CJ professional experience. A follow-up study will incorporate these scenarios into our conflict management course to: 1. Determine if this technology enhances student engagement in course material; 2.

If can be used as an evaluative tool to capture student learning of specific conflict skills. Professional identity is an important construct as it has been previously associated with retention, attrition, persistence, and knowledge construction. This study hypothesized that levels of professional identity will increase across subsequent years in the program. The overarching goal is to identify if and when substantial changes to identity occurs, which can also be described as the point when students stop viewing themselves as students and start viewing themselves as professionals.

In particular, the study investigated when professional identity emerges within an accounting program, and whether this differs between the diploma and degree programs at Humber. There is a large active discussion in education regarding teaching programming fundamentals to students in all levels of education including middle school, secondary school and postsecondary school.

The first half of this course continued learning Java but used it to program Lego Mindstorm robotics mindstorms. Does adding a physical element of play to a programming fundamentals course help increase student engagement and result in better learning?

In this session we demonstrate how to fix accessibility issues identified by Blackboard Ally. This session will focus specifically on fixing issues with missing ALT text and color contrast in digital course content. When designing and building your course online, consider the perspectives of all of your learners. In this session, we will look at online courses from the perspective of students with disabilities. We will also share five strategies to make your online course accessible to all students, such as incorporating Universal Design for Learning principles, adapting documents, and modifying assessments.

Creating and providing accessible documents is about inclusion, equity, and social responsibility. This session reviews the WCAG accessibility guidelines and AODA requirements applicable to creating digital content and documents and the fundamentals of creating accessible materials.

As well, you will walk away with strategies and a toolbox full of apps and resources to help with making your content accessible. Microsoft PowerPoint has many tools that help to ensure that the documents you share with your students are fully accessible. In this session, we modify inaccessible content to comply with accessibility standards. You will walk away with strategies to help you make your PowerPoint documents accessible. Microsoft Word has many tools that help to ensure that the documents you share with your students are fully accessible.

As well, we look at the following in Word with respect to accessibility: Accessibility Checker , Document Structure , and Tables. You will walk away with strategies to help you make your Word documents accessible.

This session will focus specifically on fixing heading structures in digital course content. Blackboard Ally is a new feature that was installed to your Blackboard site on June 1, It is an accessibility application that helps identify whether your digital course content is accessible and provides tips for remediation. In this session, we tour this new tool and its features and you will learn ways to maximize it in your course.

Are you interested in exploring Infographics as an assignment for your students? Are you already exploring infographics but are unsure where to send your students for tools, resources, and support? The Idea Lab offers resources including online tutorials, instructional videos, and Blackboard packages for Infographic assignments. In addition, the Idea Lab team are here to support your students with workshops, online support, and one-on-one guidance and troubleshooting with digital assignments.

This session will help you explore if there is an appropriate infographic assignment opportunity in your course. Are you interested in exploring website creation as an assignment for your students? Are you already exploring websites but are unsure where to send your students for tools, resources, and support? The Idea Lab offers resources including online tutorials, instructional videos, and Blackboard packages for website assignments. Ideas for a website assignment include an online portfolio, a blog, a field placement report, and many more.

This session will help you explore if there is an appropriate website assignment opportunity in your course. Are you interested in exploring video creation as an assignment for your students? Are you already exploring videos but are unsure where to send your students for tools, resources, and support? The Idea Lab offers resources including online tutorials, instructional videos, and Blackboard packages for various types of video assignments.

Ideas for a video assignment include a mock interview, a screencast of a software demonstration, a digital story, a sales pitch, a demonstration of newly acquired skill, and many more.

This session will help you explore if there is an appropriate video assignment opportunity in your course. How can we choose and use educational technology tools thoughtfully? What tools align with our learning outcomes and assessments?

In this session, we explore the Edtech bank — a group of tools, organized by function, that we recommend. We briefly talk about each tool to provide you with direction for choosing the right ones for you and your course. There are many innovative digital tools that you can use in your online class to increase student participation and engagement, and to solicit feedback from your class.

These tools can add polling, engagement with videos, mindmaps and more to your lessons. Inclusive design can help to remove barriers for learners and foster an online learning environment that is engaging for all. In this session, we provide practical strategies based on universal design for learning UDL to support you as you build inclusive courses online.

In this session, we review the components of a rubric, become familiar with difference kinds of rubrics, and begin creating a rubric. You will also learn how to use your rubric in Blackboard to increase marking ease, efficiency and consistency.

Universal Design for Learning is a framework that recognizes the ways in which humans learn and is designed to improve teaching and learning. In this session, participants will learn how universal design for learning UDL can help remove barriers for students and foster an online learning environment that is engaging and accessible for all. Practical strategies are shared to help you improve your own course. As teachers, we know that the lively sense of community that forms in a face-to-face college classroom can be richly rewarding.

In this session we explore how we can support, motivate and engage our students in an online environment. You will discover ways to forge meaningful connections between students and the material, students and the instructor, and students with their peers.

You want your live lectures on Blackboard Collaborate to be engaging and effective for your students, but how can you structure them to deliver maximum impact? This session delves into some strategies that, once incorporated, will keep students engaged during online lectures. Encouraging collaboration can be a powerful way of improving learner engagement in an online setting. In this session we present and review how to facilitate collaborative learning including group work in an online class.

Topics will include: synchoronous and asynchronous collaborative teaching and learning, approaches used to implement effective group work, and examples of group work activities.

Adobe Spark is an online design application that allows users to effortlessly create graphics, short videos and web pages.

In this session, we look at creating learning modules using Adobe Spark. Blackboard offers many tools that you can use to engage with your learners. In this session we demonstrate how to create Discussion Boards in Blackboard, and discuss how to use Discussion Boards to assess learning, build community, engage learners, and deepen learning.

In many cases, assessments need to be rethought and redesigned to fit in an online setting. This session explores ideas for alternative forms of assessments that will engage students in authentic opportunities to demonstrate their learning.

You will also learn about educational technology tools that can support the delivery and completion of these assessments. Questions will be welcome in the chat and at the end of the presentation. Online course design requires a different approach than course design in a physical classroom.

This session goes through each of these steps to help you bring your course to the online world and ensure it is accessible and engaging for your students. Teaching in the online environment is different than teaching in a face-to-face classroom in many ways.

This session explores some key differences, highlighting issues regarding synchronous and asynchronous methods, engaging students, building trust and community, and managing workload in the online world.

Panopto allows you to easily manage, record and integrate video into your digital classroom. In this session, we cover the steps involved in creating videos using Panopto, and provide you with strategies to produce effective and impactful content for your learners.

In this session, we cover the steps involved in sharing a video with your learners using Panopto. Do you want to make your recorded Blackboard Collaborate sessions available to your students? Taking your recorded sessions from Blackboard Collaborate and bringing them into Panopto is easy. This short session will guide you through the process as well as review provisioning Panopto for Blackboard. Captioning is esssential to make sure your videos are accessible to all learners. This session provides a step-by-step guide on how to add captions to your webinars, recorded classes or course videos.

Panopto is more than just a platform to share your lectures and other videos. In it, you can create quizzes and use it as a platform on which students can create and share video assignments! This session explores the functionality of Panopto and provides you with the steps you need to maximize its functionality in your online class. This session provides you with an overview of the Panopto platform and how it can support you in remote-based delivery. Learn how Panopto can help you build and share videos with your students, and how it can be used to facilitate video assignments from your students.

Panopto supports in-video quizzing, and has an easy-to-use Closed Captioning tool. This session provides guidance on how to finalize and submit your course trailer to be viewed by your learners. Creating a course trailer is a great way to get students interested in your course. Lumen5 is a video creation platform that allows anyone — no matter your skill level — to create engaging video content quickly and easily. This session offers a step-by-step guide on how to build your course trailer.

You will learn about the writing process and an introduction to using the tool. This session is a step-by-step guide to Lumen5 that will help you create your perfect course trailer!

Please try with a different file and check – What is the version of the Adobe Acrobat DC you are using? We are here for help, just need more information Regards Amal.

In Response To Amal. In Response To default1feb2mw2ffg9. Here is my current version: Version: In Response To Kasandra5E In Response To defaultelsm1g55c8c1. In Response To sandandstarsdesign.

In Response To lucyb Rob Mackay FRS. I was really upset when everything changed to yellow. It made my document look very unprofessional.

I needed to change a date on the file and then resaved it. When I changed the background back to white without a change to the document it wouldn’t let me do a regular save and kept the document yellow. Once I made my modification I could save it. I think the modification set the white background some how. But yes, please fix this Adobe.

My document needs to remain professional looking. Gareth Brady. In Response To defaultk0yhw51py98k. In Response To larry Thanks Mary. Thank you!!!! Thanks so much Lucy. In Response To jacqiA. Load more replies. Post Reply. Preview Exit Preview. You must be signed in to add attachments. About Adobe Acrobat. Adobe Inc. Whats new in Acrobat DC. Plan and Pricing. Edit PDFs. Edit Scanned PDFs. PDF Forms.


Adobe acrobat pro dc change highlight colour free

Custom Highlight Color with Adobe Acrobat Reader DC: Step 1. Open your PDF document with Adobe Acrobat Reader. Step 2. Navigate through your. Open Adobe Reader. · Select “Edit” > “Preferences“. · Select the “Forms” option on the left pane. · Under the “Highlight Color” area, select desired colors for. replace.me › pdf-knowledge-center › how-to-change-highlight-color-i.


Can you change the highlight color in Adobe Acrobat Pro DC? – Quora


Add comments to PDF files with highlights, sticky notes, a freehand drawing tool, and mark-up tools. If you would like to change the text highlight color or get the text highlighted in multiple different colors E. This can be achieved with the help of below mentioned steps, where you can change the color of your highlighted text and set it from the one given in color panel as per your desire.

Select the Highlighter from the Menu-bar at the top. Hope this has helped you manage your text Highlight color! Have any further questions in mind?

Then please join the conversation here. Your feedback is valuable for us! Adobe Support Community. Turn on suggestions. Auto-suggest helps you quickly narrow down your страница results by suggesting possible matches as you adobe acrobat pro dc change highlight colour free.

Showing results for. Show only Search instead for. Did you mean:. The comments that you add to the document are displayed in the right pane. Highlight the text and select. Right-click on highlighted text and select Properties. How to. Follow Report. Community guidelines. Be kind and respectful, give credit to the original source of content, and search for duplicates before posting. Learn more. Post Reply. About Adobe Acrobat. Adobe Inc. Whats new in Acrobat DC.

Plan and Adobe acrobat pro dc change highlight colour free. Edit PDFs. Edit Scanned PDFs. PDF Forms. Sign a PDF.

How to Edit Scanned or Secured document. Rotate move delete and renumber PDF pages. Acrobat download and installation help. All rights reserved.