Re: Review Research Progress - Dr. Tyson McMillan

I forgot to ask ... can we please get this on our Tuesday agenda?  I will
be out of the office on Friday and would like to have this discussed,
either this Tuesday, the 26th, or the following Tuesday, if possible.

Thanks,


Jan McSorley
VP, Accessibility
Psychometrics and Testing Services

400 Center Ridge Drive, Suite E
Austin, TX  78753
M - (512) 673-9569
Twitter: @Jan_McSorley
Skype:  jan.mcsorley
www.linkedin.com/in/janmcsorley

Learn more at pearson.com

[image: Pearson]

*We put a man on the moon in the 1960's ... surely we can make information
technology fully accessible to people with disabilities.  It can be done
... it must be done ... it will be done!*

On Sun, Sep 24, 2017 at 12:55 PM, McSorley, Jan <jan.mcsorley@pearson.com>
wrote:

> Hi Everyone,
>
> We met with Tyson McMillan yesterday and he took the basic research
> questions from our group and put them into a survey tool:
>
> https://docs.google.com/forms/d/e/1FAIpQLSemIHRYxdHpOS-bF5tD
> FYMOsahnDZ-m_2epmnx0pQgixg-hvg/viewform
>
> I have not checked it for screen reader accessibility yet, but will do
> that.
>
> He would also like to get feedback from the Silver Task Force about the
> questions he wants to ask faculty and students at the community college
> level.  He would like our help prioritizing which questions we would like
> to have asked.  He wants to keep the survey short - 10-15 questions.
>
> We are encouraging him to get an initial survey out this semester so that
> data will be available by the end of the year or early January.  Here are
> the questions he put into his working document in the Silver Researchers
> folder
> <https://docs.google.com/document/d/1kWK-AJ1MTw9jnh8emitgOauw9tfH4EUAzx-rs9rxcxo/edit#>
> :
>
> Teacher Impact Questions:
>
>
>    1.
>
>    How well do W3C Accessibility Guidelines support online learning and
>    learning management systems? (Measure: the extent of teacher awareness
>    of key principles of web accessibility when designing LMS courses)?
>    2.
>
>    How usable are W3C Accessibility Guidelines to different stakeholder
>    groups (teachers in the community college setting)?
>    3.
>
>    How well does the current structure of W3C Accessibility Guidelines
>    serve different stakeholder groups (teachers and students in the
>    community college setting)?
>    4.
>
>    How well does the current structure of W3C Accessibility Guidelines
>    support learning and remembering key principles of web accessibility (Measure:
>    the extent of teacher awareness of key principles of web accessibility when
>    designing LMS courses)?
>    5.
>
>    How well do W3C Accessibility Guidelines reference assistive
>    technologies in the structure of the guidelines (Measure: the extent
>    of teacher awareness of assistive technologies)?
>    6.
>
>    How maintainable are W3C Accessibility Guidelines in their current
>    form (for teachers in the community college setting)?
>    7.
>
>    How well do W3C Accessibility Guidelines support selection of tools
>    for evaluating accessibility (measure what tools are available to
>    teachers in the community college setting)?
>    8.
>
>    How well do W3C Accessibility Guidelines communicate the benefits of
>    creating web content and applications with accessibility in mind? (Measure:
>    the extent of teacher awareness of key principles of web accessibility when
>    designing LMS courses)?
>    9.
>
>    How have guideline development initiatives outside the field of
>    accessibility engaged and solicited feedback from all relevant stakeholders
>    (teachers and students in the community college setting)? What methods
>    have been particularly effective or ineffective?
>    10.
>
>    What aspects of WCAG are most important and why? (to teachers and
>    students in the community college setting)
>    11.
>
>    For guideline development initiatives, what have been the key drivers
>    of the timeline (whether lag or potential speed efficiencies) (perceived
>    obstacles to compliance for teachers and students in the community
>    college setting)?
>    12.
>
>    What are the factors that determine effective (i.e. widespread)
>    adoption of and compliance with a new set of guidelines? (perceived
>    obstacles to compliance for teachers and students in the community
>    college setting)
>    13.
>
>    How might we make accessibility guidelines easier to use by different
>    stakeholder groups? (to teachers and students in the community college
>    setting)
>    14.
>
>    How might W3C Accessibility Guidelines support stakeholders become
>    more knowledgeable about their relationship to and responsibility for
>    accessibility? (teachers the community college setting)
>    15.
>
>    How might W3C Accessibility Guidelines make accessibility
>    decision-making process more clear (straightforward)? (to teachers and
>    students in the community college setting)
>    16.
>
>    How might we make accessibility guidelines more maintainable? (for
>    teachers in the community college setting)
>    17.
>
>    How might we make conforming with guidelines more straightforward? (to teachers
>    and students in the community college setting)
>    18.
>
>    How might W3C Accessibility Guidelines make the process of keeping
>    accessibility guidelines current achievable and timely? (for teachers
>    and students in the community college setting - understanding academic
>    timelines)
>    19.
>
>    How might we make adoption of accessibility guidelines more
>    straightforward (minimize disruption to process and practice and culture)?
>    (to teachers and students in the community college setting - being
>    sensitive to training needs, confusion related to new technologies, and
>    making compliance easier to maintain.)
>    20.
>
>    How might we make accessibility guidelines that clearly support and
>    improve product quality? For example, double checking accessibility when
>    new content is added to a learning management system? (to teachers and
>    students in the community college setting) (Measure: the extent of
>    teacher awareness of key principles of web accessibility when designing LMS
>    courses)
>    21.
>
>    How might we make accessibility guidelines that support accessibility
>    best practices? (to teachers in the community college setting. Debate
>    of “standards” vs. “best practices” which is better perceived by teachers)
>
>    22.
>
>    How might we make accessibility guidelines that support online
>    learning?  (Measure: the extent of teacher awareness of key principles
>    of web accessibility when designing LMS courses)
>
>
> Student Impact Questions:
>
>    1. How well does the current content of W3C Accessibility Guidelines
>    meet the accessibility needs of people (students in the community
>    college setting) with disabilities?
>    2. What are the needs of people (students) with disabilities who are
>    under-served from a standards perspective?
>    3. How well does the current structure of W3C Accessibility Guidelines
>    serve different stakeholder groups (teachers and students  in the
>    community college setting)?
>    4. How well do W3C Accessibility Guidelines support the creation of
>    tools for evaluating accessibility (beyond scope, but could appeal to
>    a technical audience of students learning code accessibility)?
>    5. What could W3C do to communicate the importance of accessibility to
>    the business community (community college educational community which
>    produces students for the business community)?
>    6. How flexible are the current web accessibility standards in
>    supporting emerging consumer technology trends (students learning to
>    develop accessibility technology on the latest devices)?
>    7. What aspects of WCAG are most important and why? (to teachers and
>    students in the community college setting)
>    8. How have guideline development initiatives outside the field of
>    accessibility engaged and solicited feedback from all relevant stakeholders
>    (teachers and students in the community college setting)? What methods
>    have been particularly effective or ineffective?
>    9. For guideline development initiatives, what have been the key
>    drivers of the timeline (whether lag or potential speed efficiencies) (perceived
>    obstacles to compliance for teachers and students in the community
>    college setting)?
>    10. What are the factors that determine effective (i.e. widespread)
>    adoption of and compliance with a new set of guidelines? (perceived
>    obstacles to compliance for teachers and students in the community
>    college setting)
>    11. How might we make accessibility guidelines easier to use by
>    different stakeholder groups? (to teachers and students in the
>    community college setting)
>    12. How might W3C Accessibility Guidelines make accessibility
>    decision-making process more clear (straightforward)? (to teachers and
>    students in the community college setting)
>    13. How might we make accessibility guidelines address all types of
>    disabilities? (for students in the community college setting)
>    14. How might we make conforming with guidelines more straightforward?
>    (to teachers and students in the community college setting)
>    15. How might W3C Accessibility Guidelines make the process of keeping
>    accessibility guidelines current achievable and timely? (for teachers
>    and students in the community college setting - understanding academic
>    timelines)
>    16. How might we make adoption of accessibility guidelines more
>    straightforward (minimize disruption to process and practice and culture)?
>    (to teachers and students in the community college setting - being
>    sensitive to training needs, confusion related to new technologies, and
>    making compliance easier to maintain.)
>    17. How might we make accessibility guidelines that facilitate a real
>    change in how society manages digital access for people with disabilities?
>    (for students in the community college setting)
>    18. How might we make accessibility guidelines that clearly support
>    and improve product quality? For example, double checking accessibility
>    when new content is added to a learning management system? (to
>    teachers and students in the community college setting) (Measure: the
>    extent of teacher awareness of key principles of web accessibility when
>    designing LMS courses)
>
>
> Jan McSorley
> VP, Accessibility
> Psychometrics and Testing Services
>
> 400 Center Ridge Drive, Suite E
> Austin, TX  78753
> M - (512) 673-9569
> Twitter: @Jan_McSorley
> Skype:  jan.mcsorley
> www.linkedin.com/in/janmcsorley
>
> Learn more at pearson.com
>
> [image: Pearson]
>
> *We put a man on the moon in the 1960's ... surely we can make information
> technology fully accessible to people with disabilities.  It can be done
> ... it must be done ... it will be done!*
>