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This site is so comprehensive and good, and the resources are very well curated.

"Audio description enables blind and low-vision moviegoers to hear descriptions of film images and actions, while captions are lines of text that transcribe dialogue and sound design for deaf and hard-of-hearing audiences. Speakers: Anna Feder (she/her), Moderator Malic Amalya (he/him), Panelist Michele Spitz (She/her), Panelist Kay Slater (they/them), Panelist"

I don't think people with existing skills will ever adopt generative AI as part of their daily practice. Instead, I think we're going to see lines drawn in the sand. After all, the folks who have those skills worked to establish them, often spending years honing such skills and going into debt to establish mastery in their fields. I fully expect to see many people bias generative AI as a form of cheating. Early testing shows that those with underdeveloped or emerging skills rather than those who have mastered skills are the most likely to benefit from adopting generative AI in their jobs. This suggests that such adoption could benefit those unprepared, unmotivated, and struggling students the most. It also suggests that their higher-performing peers will see the least amount of help from adopting generative AI. What's lost in this is we want as many students as possible to develop mastery in skills for their studies and their future careers, not use generative AI as a crutch to help them pass. ... I said this last year and think it rings truer today-the mark of future mobility will not be having access to a college education. Rather, it will be if you could afford to go to an institution where a human being taught you or if you had to attend one where you learned from an algorithm.

"Those rubrics and rules are typically advanced, for very good reasons, by passionate instructional designers (speaking from experience since I was one for seven years) and other support professionals. I am not against either of those things, or the experts behind them, as they're often truly committed to online student success. What I am saying: A hyper focus on course mechanics has caused faculty members to equate online teaching with hoop-jumping. That's not joy-filled teaching. That's not meaningful interactions with real people who need our support to get them over the finish line. That's just plodding through one online class after another."

Maybe the smart phone's hegemony makes perfect evolutionary sense: Humans are tapping a deep urge to seek out information. Our ancient food-foraging survival instinct has evolved into an info-foraging obsession; one that prompts many of us today to constantly check our phones and multitask. Monkey see. Click. Swipe. Reward.

Answer: unclear, depends on quality, probably not a good idea but not a direct yes or no answer.

Home page of the Marrakesh Treaty, an important international document for the future of accessibility! If the US ratifies it, it will effectively become an extension of the Chafee Amendment to Title 17 (the US Copyright Act) that will allow artistic works like drama and sheet music to be remediated and distributed to the print disabled without violating copyright law. From the site: "The Marrakesh Treaty was adopted on June 27, 2013 in Marrakesh and it forms part of the body of international copyright treaties administered by WIPO. It has a clear humanitarian and social development dimension and its main goal is to create a set of mandatory limitations and exceptions for the benefit of the blind, visually impaired, and otherwise print disabled (VIPs)."

clickbait title not really supported by the article, but interesting read