Published by PitchChanger · Updated · How these guides are made
How to use this workflow
Describe events rather than shapes
A waveform can help locate a loud event but it should not be the only way to follow a lesson. Replace “click the tall spike” with an audible landmark and a time range. Provide the source filename, the relevant phrase and the expected action in text. This supports learners who cannot use a visual waveform and people working on small screens.
Prepare and verify the file
Use the trimmer to isolate a checked region if a shorter file helps. Enter start and end times, preview the complete phrase and save WAV. Keep a text question and an answer explanation beside each excerpt. For a listening objective, text should explain the structure without pretending that a verbal description reproduces every timbral distinction. Offer another task or teacher assistance when the auditory distinction itself is inaccessible.
Original worksheet: describe events rather than shapes
An original 18-second lesson map might identify a spoken instruction at 0–4 seconds, a first rhythm at 5–8, a response gap at 8–12 and a second rhythm at 12–15. These are authored example boundaries, not times measured from an attached recording. After making your own file, replace them with checked positions and retain enough lead-in to hear the beginning.
Swipe or scroll sideways to read all columns.
| Item | Value or check | Interpretation |
|---|---|---|
| Example region | Audible landmark | Learner task |
| 0–4 s | Spoken instruction | Read equivalent text |
| 5–8 s | First rhythm | Count its attacks |
| 12–15 s | Second rhythm | Compare the count |
Use the worksheet with the actual tool
The example is an authored procedure or calculation, not a measured recording or a claim of successful device testing. Replace proposed positions and observations with your own checked results. Keep the original and reopen the saved output before relying on it.
Common questions
Does adding a transcript certify accessibility?
No. Also check operation, focus, labels and whether the learner can complete the actual task. A transcript addresses only part of the experience.