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Exam Code: 300-415 Practice test 2022 by Killexams.com team
300-415 Implementing Cisco SD-WAN Solutions (ENSDWI)

300-415 ENSDWI
Certifications: CCNP Enterprise, Cisco Certified Specialist - Enterprise SD-WAN Implementation
Duration: 90 minutes

The Implementing Cisco SD-WAN Solutions v1.0 (ENSDWI 300-415) test is a 90-minute test associated with the CCNP Enterprise and Cisco Certified Specialist - Enterprise SD-WAN Implementation certifications. This test certifies a candidate's knowledge of Ciscos SD-WAN solution including SD-WAN architecture, controller deployment, edge router deployment, policies, security, quality or service, multicast and management and operations. The course, Implementing Cisco SD-WAN Solutions, helps candidates to prepare for this exam.

This test tests your knowledge of Ciscos SD-WAN solution, including:
SD-WAN architecture
Controller deployment
Edge router deployment
Policies
Security
Quality of service
Multicast
Management and operations

20% 1.0 Architecture
1.1 Describe Cisco SD-WAN Architecture and Components
1.1.a Orchestration plane (vBond, NAT)
1.1.b Management plane (vManage)
1.1.c Control plane (vSmart, OMP)
1.1.d Data plane (vEdge)
1.1.d (i) TLOC
1.1.d (ii) IPsec
1.1.d (iii) vRoute
1.1.d (iv) BFD
1.2 Describe WAN Edge platform types, capabilities (vEdges, cEdges)
15% 2.0 Controller Deployment
2.1 Describe controller cloud deployment
2.2 Describe Controller on-Prem Deployment
2.2.a Hosting platform (KVM/Hypervisor)
2.2.b Installing controllers
2.2.c Scalability and redundancy
2.3 Configure and verify certificates and whitelisting
2.4 Troubleshoot control-plane connectivity between controllers
20% 3.0 Router Deployment
3.1 Describe WAN Edge deployment
3.1.a On-boarding
3.1.b Orchestration with zero-touch provisioning/plug-and-play
3.1.c Single/multi data center/regional hub deployments
3.2 Configure and verify SD-WAN data plane
3.2.a Circuit termination/TLOC-extension
3.2.b Underlay-overlay connectivity
3.3 Configure and verify OMP
3.4 Configure and verify TLOCs
3.5 Configure and verify CLI and vManage feature configuration templates
3.5.a VRRP
3.5.b OSPF
3.5.c BGP
20% 4.0 Policies
4.1 Configure and verify control policies
4.2 Configure and verify data policies
4.3 Configure and verify end-to-end segmentation
4.3.a VPN segmentation
4.3.b Topologies
4.4 Configure and verify SD-WAN application-aware routing
4.5 Configure and verify direct Internet access
15% 5.0 Security and Quality of Service
5.1 Configure and verify service insertion
5.2 Describe application-aware firewall
5.3 Configure and verify QoS treatment on WAN edge routers
5.3.a Scheduling
5.3.b Queuing
5.3.c Shaping
5.3.d Policing
10% 6.0 Management and Operations
6.1 Describe monitoring and reporting from vManage
6.2 Configure and verify monitoring and reporting
6.3 Describe REST API monitoring
6.4 Describe software upgrade from vManage

Implementing Cisco SD-WAN Solutions (ENSDWI)
Cisco Implementing test syllabus
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Indeed, the 350-401 certification will help you stand out in a crowd for several reasons.

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Killexams : Computer Networks and Security BSc (Hons)

Computer Networks and Cyber Security Laboratories

The specialist Computer Networks and Cyber Security laboratories are among the best equipped facilities of this type in the UK. Developed in consultation with Cisco and leaders in the industry, they are designed to meet the highest computer networks and cyber security standards.

The laboratories contain high-specification, specially customised PCs configured with multiple operating systems, virtualisation and removable hard drives, as well as specialised servers, wired and wireless networking equipment and a variety of other hardware and software components.

The laboratories are also the base for the university's Cyber Security Centre, a multidisciplinary group of academics and industry experts who focus on a wide variety of cyber security and digital forensics issues. Their mission is to provide to all the benefits of a safe, secure and resilient cyberspace.

Library and learning zones

On campus, the main Kimberlin Library offers a space where you can work, study and access a vast range of print materials, with computer stations, laptops, plasma screens and assistive technology also available. 

As well as providing a physical space in which to work, we offer online tools to support your studies, and our extensive online collection of resources accessible from our Library website, e-books, specialised databases and electronic journals and films which can be remotely accessed from anywhere you choose. 

We will support you to confidently use a huge range of learning technologies, including Blackboard, Collaborate Ultra, DMU Replay, MS Teams, Turnitin and more. Alongside this, you can access LinkedIn Learning and learn how to use Microsoft 365, and study support software such as mind mapping and note-taking through our new Digital Student Skills Hub. 

The library staff offer additional support to students, including help with academic writing, research strategies, literature searching, reference management and assistive technology. There is also a ‘Just Ask’ service for help and advice, live LibChat, online workshops, tutorials and drop-ins available from our Learning Services, and weekly library live chat sessions that provide you the chance to ask the library teams for help.

More flexible ways to learn

We offer an equitable and inclusive approach to learning and teaching for all our students. Known as the Universal Design for Learning (UDL), our teaching approach has been recognised as sector leading. UDL means we offer a wide variety of support, facilities and technology to all students, including those with disabilities and specific learning differences.

Just one of the ways we do this is by using ‘DMU Replay’ – a technology providing all students with anytime access to audio and/or visual material of lectures. This means students can revise taught material in a way that suits them best, whether it's replaying a recording of a class or adapting written material shared in class using specialist software.

Tue, 24 May 2022 06:49:00 -0500 en-GB text/html https://www.dmu.ac.uk/study/pre-edu-2030/computer-networks-and-security/computer-networks-and-security-bsc-hons.aspx
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Accommodations and accessibility are essential to ensuring equal access and inclusion of students with disabilities in remote learning. Student Disability Services (SDS) and the AccessMU Center are committed to partnering with students, faculty and staff to provide resources that foster an inclusive remote Miami experience. We encourage you to review the contents in this toolkit for more information. 

Accommodations

You can start or continue using accommodations for remote classes. Examples of accommodations include:

  • Extended Testing Time (e.g. 150%, 200% extra testing time)
  • Accessible Text to have books read aloud
  • Deaf & Hard of Hearing Captioning Services

To receive accommodations, you must be affiliated with SDS and request accommodations in the SAM: Students Accessing Miami Portal. Upon requesting accommodations, your instructors will be notified of the request via email and you should also contact them to discuss how accommodations will be carried out. 

Communicating with Faculty

Communicating directly with faculty about your accommodations is critical. It is your responsibility to self-advocate and engage in discussions about how accommodations will be carried out. Email your professors to start the conversation and request an office hours appointment via phone or web conference when needed.

How to Get a Tutor or Academic Coach for Remote Classes

Oxford Campus

Rinella Learning Center (RLC) is providing remote academic support services such as remote tutoring and academic coaching. You should also check out the RLC Remote Learning Guide for helpful tips and strategies.

Miami Regionals

The Miami Regionals Tutoring and Learning Center (TLC) is providing remote academic support services such as tutoring and mentoring.

We strongly encourage you to schedule academic support services. It can be very helpful for your overall academic success.

How to Contact SDS

SDS is open for remote service Monday through Friday, 8:00 am to 5:00 pm EST USA. Contact us at Oxford: SDS@MiamiOH.edu or 513-529-1541 (Ohio Relay 711), Hamilton: muhods@MiamiOH.edu or 513-785-3211 (Ohio Relay 711), Middletown: mumdc@MiamiOH.edu or 513-727-3431 (Ohio Relay 711). All meetings are conducted via phone or video chat. You may also contact your assigned coordinator with questions. This information can be found in your SAM Portal.

FAQs

First, make sure you have formally requested accommodations via the SAM: Students Accessing Miami Portal. Next, we recommend emailing each of your instructors to confirm they have received the request. Instructors have the ability to provide extended time in Canvas.

Yes, you can add extra accommodations when reasonable and appropriate. Contact your assigned access coordinator to make them aware of the need. Your coordinator will review the request. Upon approval, the accommodation will be added to your SAM profile and you should add it to your current request according to procedure.

When reasonable and appropriate, attendance and deadline accommodations can be used for remote classes. It is important to communicate with faculty in advance of the need for accommodation or as soon as possible thereafter. You should contact your access coordinator right away if you are having concerns related to attendance or deadline accommodations.

Accommodations

Students can begin and continue using accommodations for remote classes. Visit your SAM: Students Accessing Miami Faculty Portal to view current student information. Students are strongly encouraged to connect with you to discuss accommodations. We also recommend sending a brief email that invites them to engage in the conversation.

Accessibility Best Practices

Implementing accessibility best practices into remote courses ensures students with disabilities have an opportunity to fully participate in learning. It also creates opportunities for deeper learning among all students. There may be different accessibility considerations for remote learning. Follow these tips to get started:

  • Use university supported applications to deliver remote courses. Canvas, Cisco Webex, Google Apps for Education, Microsoft Office and Qualtrics are examples of university supported applications. There are accessibility practices and solutions specifically for these products. When you use non university supported applications you may choose an inaccessible product and students can become overwhelmed by having to learn a wide range of different applications at once. Consistency across classes and disciplines supports learning. 
  • Post accessible documents. Course documents should be created digitally and images should include alt text. Scanned document images and photos of handwritten notes are not accessible to assistive technology such as screen readers or text to speech software. Canvas pages, Word documents, tagged .pdfs and some online articles are fairly accessible formats to use. Use the AccessMU CARES tool to convert a document into formats that are easier to work with. Follow the AccessMU Document Accessibility Guidelines and use the Microsoft Accessibility Checker when creating content. 
  • Use universal design principles when presenting. Post presentation materials in advance on Canvas. This allows students to use their assistive technology to access content. Implement multiple means of representations to provide students more ways to digest content. Verbally describe visual content (e.g. images, charts) displayed on screen and include written descriptions too.
  • Use captioned media and provide transcripts for audio. Adopt media with closed captions, caption self created content and post transcripts for audio and podcasts. This benefits students with hearing disabilities and others. Live captioning is a good learning support but is not accessible for Deaf & Hard of Hearing people. Consult with SDS if you have a student with a captioning accommodation. 
  • Prioritize effective communication. Check in with all students to make them aware of required web applications for remote learning and group collaboration. Sending a brief email to students using accommodations is helpful to engage them in the interactive process and confirm they are not encountering access barriers. Send these emails individually to ensure confidentiality.
  • Maintain learning goals, but build in flexibility. You should always maintain learning objectives and essential course requirements. In some instances, flexibility may be necessary to support students. Variations in internet connectivity, home environments, technology access and stress response during crisis may impact student engagement. Implement Universal Design for Learning to meet the broad range of student needs. If you are concerned about a student’s well being submit the Student of Concern Form.
  • Ask for help and be kind to yourself. Visit the AccessMU Training Page to learn how to create accessible content or contact them at AccessMU@MiamiOH.edu to request consultation. If you have questions about a specific student using accommodations contact Oxford: SDS@MiamiOH.edu or 513-529-1541, Hamilton: muhods@MiamiOH.edu or 513-785-3211, Middletown: mumdc@MiamiOH.edu or 513-727-3431. We are here to help you and implementing accessibility is an ongoing process that exists on a continuum.

FAQs

Student Disability Services contacted faculty for all students with vision and hearing disabilities to develop continuity plans. If you have not met with our staff or have additional questions please contact SDS@MiamiOH.edu.

Proctorio may be used to monitor exams but there are specific accessibility considerations. The application presents barriers for screen reader users, text-to-speech software users, and people with limited mobility if settings are not adjusted properly. For students with an "Exams in Accessible Format" accommodation, use one of these two solutions:

Option 1

Use the Exam Flexibility feature available through the Moderate Quiz options in Canvas to turn off Proctorio for individual students in your course. Review Enable Proctorio test Flexibility Video for instructions. The student should then take the test in the testing center or an alternate proctored setting.

Option 2

To address accessibility concerns in Proctorio, the following setting adjustments must be made:

  1. Turn off all Lock Down Options.
  2. Turn off the Record Room Recording Option.
  3. Turn off the Verify ID Verification Option.

Text to speech software will not integrate with any of the Lock Down features. Users with limited mobility cannot independently use the ID Verification and Room Scan features.

You will still have access to remaining monitoring features including record video, audio, screen and web traffic. You can make the setting adjustments for the entire class or duplicate the quiz and use the Assign a Quiz to an Individual Student to make the quiz with recommended accessibility settings available only for eligible students.

Offering remote programming and special events is a great way to ensure continuity of engagement in campus life. It is important to ensure students with disabilities can fully participate. Implementing accessibility best practices also improves the overall program experience. Follow these tips to get started:

  • Schedule a consultation with SDS and the AccessMU Center. When planning your event it can be helpful to consult and brainstorm how accessibility will be embedded into the program. Our team regularly meets with campus partners to provide guidance and identify accessibility solutions. 
  • Choose a university supported application to deliver your program. Canvas and Cisco Webex are examples of university supported applications. There are accessibility practices and solutions specifically for these products. When you use non university supported applications you may choose an inaccessible product and prevent someone from fully participating. We recommend using the Webex Accessibility Best Practices when planning your event. 
  • Include an accessibility statement in communications and registration forms. An accessibility statement gives attendees an opportunity to request accommodations in advance of the need for them. This gives you time to coordinate the request in partnership with our team. 
    • Sample Accessibility Statement: Miami University is committed to providing an inclusive and equitable event experience. If you need disability related accommodations  (e.g. interpreter, captioning, materials in an accessible format) to facilitate full participation please contact the Miller Center by phone at 513-529-1541, Ohio Relay 711 or SDS@MiamiOH.edu at least three business days prior to the event.
  • Develop accessibility guidelines for presenters. In many cases, presenters may submit content to be included in the event. They should be creative while also following best practices that allow all participants to enjoy the content. Having set guidelines streamlines the process of collecting content and minimizes the need for remediation. It is helpful to provide accessibility guidelines with basic tips and standards that presenters should follow.
  • Include captioned media only.
    • All videos including narrated presentations and recorded webinars must include closed captions. Auto captions should only be used as a learning support. They are not accessible to Deaf & Hard of Hearing people. Learn more about captioning.
  • Create accessible documents and presentations in university supported applications. People who use assistive technology (e.g. screen readers, text to speech software) require accessible content to read effectively. Learn more about document accessibility. Prioritize these tips:
    • Choose an accessible format (e.g., Microsoft PowerPoint, Microsoft Word, HTML). Consider using the AccessMU CARES tool to convert documents into formats that are more useful for you or easier to work with.
    • Use proper formatting and header levels.
    • Use descriptive links instead of a copy/paste of the URL or “click here”.
    • Do not use color alone to communicate.
    • Use accessible font styles (e.g. sans serif, 12pt).
    • Add alt text to all images. Alt text is when you add a brief description that describes the function and appearance of an image.  It is necessary for screen reader users to make meaning of an image. Type the keywords “alt text” in the help section of most applications to learn how to add it.
    • Provide multiple means of representation. For example you can include an image, written description and verbally describe a concept during your presentation. This will provide participants three different ways of getting the information.
    • Run the accessibility checker feature when available (e.g. Microsoft Accessibility Checker, Canvas UDOIT or Blackboard Ally).
  • Restate questions or use the chat feature for interactive web based events.
    • Audio quality may vary, especially during large scale web conferencing events. During interactive sessions it may be helpful to use the chat feature for questions submission or restate participant questions before answering them.
Sat, 18 Apr 2020 02:58:00 -0500 en-US text/html https://www.miamioh.edu/student-life/sds/resources/remote-learning-accessibility-toolkit/
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Accommodations and accessibility are essential to ensuring equal access and inclusion of students with disabilities in remote learning. Student Disability Services (SDS) and the AccessMU Center are committed to partnering with students, faculty and staff to provide resources that foster an inclusive remote Miami experience. We encourage you to review the contents in this toolkit for more information. 

Accommodations

You can start or continue using accommodations for remote classes. Examples of accommodations include:

  • Extended Testing Time (e.g. 150%, 200% extra testing time)
  • Accessible Text to have books read aloud
  • Deaf & Hard of Hearing Captioning Services

To receive accommodations, you must be affiliated with SDS and request accommodations in the SAM: Students Accessing Miami Portal. Upon requesting accommodations, your instructors will be notified of the request via email and you should also contact them to discuss how accommodations will be carried out. 

Communicating with Faculty

Communicating directly with faculty about your accommodations is critical. It is your responsibility to self-advocate and engage in discussions about how accommodations will be carried out. Email your professors to start the conversation and request an office hours appointment via phone or web conference when needed.

How to Get a Tutor or Academic Coach for Remote Classes

Oxford Campus

Rinella Learning Center (RLC) is providing remote academic support services such as remote tutoring and academic coaching. You should also check out the RLC Remote Learning Guide for helpful tips and strategies.

Miami Regionals

The Miami Regionals Tutoring and Learning Center (TLC) is providing remote academic support services such as tutoring and mentoring.

We strongly encourage you to schedule academic support services. It can be very helpful for your overall academic success.

How to Contact SDS

SDS is open for remote service Monday through Friday, 8:00 am to 5:00 pm EST USA. Contact us at Oxford: SDS@MiamiOH.edu or 513-529-1541 (Ohio Relay 711), Hamilton: muhods@MiamiOH.edu or 513-785-3211 (Ohio Relay 711), Middletown: mumdc@MiamiOH.edu or 513-727-3431 (Ohio Relay 711). All meetings are conducted via phone or video chat. You may also contact your assigned coordinator with questions. This information can be found in your SAM Portal.

FAQs

First, make sure you have formally requested accommodations via the SAM: Students Accessing Miami Portal. Next, we recommend emailing each of your instructors to confirm they have received the request. Instructors have the ability to provide extended time in Canvas.

Yes, you can add extra accommodations when reasonable and appropriate. Contact your assigned access coordinator to make them aware of the need. Your coordinator will review the request. Upon approval, the accommodation will be added to your SAM profile and you should add it to your current request according to procedure.

When reasonable and appropriate, attendance and deadline accommodations can be used for remote classes. It is important to communicate with faculty in advance of the need for accommodation or as soon as possible thereafter. You should contact your access coordinator right away if you are having concerns related to attendance or deadline accommodations.

Accommodations

Students can begin and continue using accommodations for remote classes. Visit your SAM: Students Accessing Miami Faculty Portal to view current student information. Students are strongly encouraged to connect with you to discuss accommodations. We also recommend sending a brief email that invites them to engage in the conversation.

Accessibility Best Practices

Implementing accessibility best practices into remote courses ensures students with disabilities have an opportunity to fully participate in learning. It also creates opportunities for deeper learning among all students. There may be different accessibility considerations for remote learning. Follow these tips to get started:

  • Use university supported applications to deliver remote courses. Canvas, Cisco Webex, Google Apps for Education, Microsoft Office and Qualtrics are examples of university supported applications. There are accessibility practices and solutions specifically for these products. When you use non university supported applications you may choose an inaccessible product and students can become overwhelmed by having to learn a wide range of different applications at once. Consistency across classes and disciplines supports learning. 
  • Post accessible documents. Course documents should be created digitally and images should include alt text. Scanned document images and photos of handwritten notes are not accessible to assistive technology such as screen readers or text to speech software. Canvas pages, Word documents, tagged .pdfs and some online articles are fairly accessible formats to use. Use the AccessMU CARES tool to convert a document into formats that are easier to work with. Follow the AccessMU Document Accessibility Guidelines and use the Microsoft Accessibility Checker when creating content. 
  • Use universal design principles when presenting. Post presentation materials in advance on Canvas. This allows students to use their assistive technology to access content. Implement multiple means of representations to provide students more ways to digest content. Verbally describe visual content (e.g. images, charts) displayed on screen and include written descriptions too.
  • Use captioned media and provide transcripts for audio. Adopt media with closed captions, caption self created content and post transcripts for audio and podcasts. This benefits students with hearing disabilities and others. Live captioning is a good learning support but is not accessible for Deaf & Hard of Hearing people. Consult with SDS if you have a student with a captioning accommodation. 
  • Prioritize effective communication. Check in with all students to make them aware of required web applications for remote learning and group collaboration. Sending a brief email to students using accommodations is helpful to engage them in the interactive process and confirm they are not encountering access barriers. Send these emails individually to ensure confidentiality.
  • Maintain learning goals, but build in flexibility. You should always maintain learning objectives and essential course requirements. In some instances, flexibility may be necessary to support students. Variations in internet connectivity, home environments, technology access and stress response during crisis may impact student engagement. Implement Universal Design for Learning to meet the broad range of student needs. If you are concerned about a student’s well being submit the Student of Concern Form.
  • Ask for help and be kind to yourself. Visit the AccessMU Training Page to learn how to create accessible content or contact them at AccessMU@MiamiOH.edu to request consultation. If you have questions about a specific student using accommodations contact Oxford: SDS@MiamiOH.edu or 513-529-1541, Hamilton: muhods@MiamiOH.edu or 513-785-3211, Middletown: mumdc@MiamiOH.edu or 513-727-3431. We are here to help you and implementing accessibility is an ongoing process that exists on a continuum.

FAQs

Student Disability Services contacted faculty for all students with vision and hearing disabilities to develop continuity plans. If you have not met with our staff or have additional questions please contact SDS@MiamiOH.edu.

Proctorio may be used to monitor exams but there are specific accessibility considerations. The application presents barriers for screen reader users, text-to-speech software users, and people with limited mobility if settings are not adjusted properly. For students with an "Exams in Accessible Format" accommodation, use one of these two solutions:

Option 1

Use the Exam Flexibility feature available through the Moderate Quiz options in Canvas to turn off Proctorio for individual students in your course. Review Enable Proctorio test Flexibility Video for instructions. The student should then take the test in the testing center or an alternate proctored setting.

Option 2

To address accessibility concerns in Proctorio, the following setting adjustments must be made:

  1. Turn off all Lock Down Options.
  2. Turn off the Record Room Recording Option.
  3. Turn off the Verify ID Verification Option.

Text to speech software will not integrate with any of the Lock Down features. Users with limited mobility cannot independently use the ID Verification and Room Scan features.

You will still have access to remaining monitoring features including record video, audio, screen and web traffic. You can make the setting adjustments for the entire class or duplicate the quiz and use the Assign a Quiz to an Individual Student to make the quiz with recommended accessibility settings available only for eligible students.

Offering remote programming and special events is a great way to ensure continuity of engagement in campus life. It is important to ensure students with disabilities can fully participate. Implementing accessibility best practices also improves the overall program experience. Follow these tips to get started:

  • Schedule a consultation with SDS and the AccessMU Center. When planning your event it can be helpful to consult and brainstorm how accessibility will be embedded into the program. Our team regularly meets with campus partners to provide guidance and identify accessibility solutions. 
  • Choose a university supported application to deliver your program. Canvas and Cisco Webex are examples of university supported applications. There are accessibility practices and solutions specifically for these products. When you use non university supported applications you may choose an inaccessible product and prevent someone from fully participating. We recommend using the Webex Accessibility Best Practices when planning your event. 
  • Include an accessibility statement in communications and registration forms. An accessibility statement gives attendees an opportunity to request accommodations in advance of the need for them. This gives you time to coordinate the request in partnership with our team. 
    • Sample Accessibility Statement: Miami University is committed to providing an inclusive and equitable event experience. If you need disability related accommodations  (e.g. interpreter, captioning, materials in an accessible format) to facilitate full participation please contact the Miller Center by phone at 513-529-1541, Ohio Relay 711 or SDS@MiamiOH.edu at least three business days prior to the event.
  • Develop accessibility guidelines for presenters. In many cases, presenters may submit content to be included in the event. They should be creative while also following best practices that allow all participants to enjoy the content. Having set guidelines streamlines the process of collecting content and minimizes the need for remediation. It is helpful to provide accessibility guidelines with basic tips and standards that presenters should follow.
  • Include captioned media only.
    • All videos including narrated presentations and recorded webinars must include closed captions. Auto captions should only be used as a learning support. They are not accessible to Deaf & Hard of Hearing people. Learn more about captioning.
  • Create accessible documents and presentations in university supported applications. People who use assistive technology (e.g. screen readers, text to speech software) require accessible content to read effectively. Learn more about document accessibility. Prioritize these tips:
    • Choose an accessible format (e.g., Microsoft PowerPoint, Microsoft Word, HTML). Consider using the AccessMU CARES tool to convert documents into formats that are more useful for you or easier to work with.
    • Use proper formatting and header levels.
    • Use descriptive links instead of a copy/paste of the URL or “click here”.
    • Do not use color alone to communicate.
    • Use accessible font styles (e.g. sans serif, 12pt).
    • Add alt text to all images. Alt text is when you add a brief description that describes the function and appearance of an image.  It is necessary for screen reader users to make meaning of an image. Type the keywords “alt text” in the help section of most applications to learn how to add it.
    • Provide multiple means of representation. For example you can include an image, written description and verbally describe a concept during your presentation. This will provide participants three different ways of getting the information.
    • Run the accessibility checker feature when available (e.g. Microsoft Accessibility Checker, Canvas UDOIT or Blackboard Ally).
  • Restate questions or use the chat feature for interactive web based events.
    • Audio quality may vary, especially during large scale web conferencing events. During interactive sessions it may be helpful to use the chat feature for questions submission or restate participant questions before answering them.
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