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lots on agenda

From: Lisa Seeman <seeman@netvision.net.il>
Date: Thu, 10 Jan 2002 11:15:12 -0800
To: jasonw@ariel.ucs.unimelb.edu.au, Web Content Guidelines <w3c-wai-gl@w3.org>
Message-id: <021f01c19a0b$2167c0d0$0797003e@dev1>
Ok, I have done a bit of work hear.
There has been a few emails on guideline 3, both at the last FTF and by
reviewing how other standard have handled it.
I have tried to put it all together for tonight's call.
Will try and make it, but no promises. I tend to fall asleep weighting for
the call.


Guideline 3 - Comprehension.
Make it as easy as possible to use and understand


Checkpoint 3.1 Use consistent presentation.

I would add use a simple clear and consistent presentation

I would add a checkpoint hear that you should keep to conventions (e.g.:
links are underlined and blue) it seems the right place for it

Use simple screen layouts or one thing at a time presentation.


Checkpoint 3.2 Emphasize structure through presentation, positioning, and
labels.

I would add - (taken from Telecommunications Problems and Design Strategies
for People with Cognitive
Disabilities:
Annotated Bibliography and Research Recommendations by Ellen Francik, Ph.D.)


Structure text for easy scanning; provide headings. Use sequential numbers
for numbered menus or lists.

provide a page map were

Checkpoint 3.3 Write as clearly and simply as is appropriate for the
content.


Avoid functions that require simultaneous actions to activate or operate.

 Use a two-step "select and confirm" to reduce accidental selections,
especially for critical functions.

 Structure tasks, cue sequences, and provide step-by-step instructions.

 Provide definite feedback cues: visual, audio, and/or tactile.

 Provide concrete rather than abstract indicators. Use absolute reference
controls rather than relative ones.

 Use goal/action structure for menu prompts.

 Support "wizards" which offer help, simplify configuration, and assist with
sequences.

 Automate complex sequences like system backup, application launch, and user
registration.

Highlight key information.

"use goal/action structure for menu prompts,"



 Use highly descriptive words as hypertext anchors. Avoid the "click here" s
yndrome.



provide a mode with minimum functionality. - Eliminate or hide what isn't
essential.

 Provide defaults and make it easy to re-establish them.

Provide calculation assistance, or reduce the need to calculate.Success
criteria

avoiding metaphorical language which may be understood literally by people
with autism.  If you do use metaphor or irony or another style which may be
misunderstood, consider adding an explanatory note.

Use prompts for procedures and support decision making.



work done at the FTF on this one:



. Headings should be unique, and meaningful on their own.

2. first sentence must match the (single) idea expressed in a paragraph.

6. 1: and 2: are related to the requirement that links should make sense on
their own.

20. One idea per paragraph: Test: replace each paragraph with a one idea
sentence. (the first sentence, or a rewrite of that) Does the document make
sense still?

17. Success Criteria: It is possible to map the document to pieces that are
in the summary (exec summary, or heading outline, or ...)


3. success criterion: non-literal text is identified and a literal
translation is identified

4. technique for 3: Use of Ruby.

<p> The Prime minister is wanting to
<ruby>
  <rb>have his cake and eat it too</rb> <!-- the metaphorical expression -->
  <rt class="http://wordnet.org/literally">get the benefit of seeming
inflexible now, but be able to change
      his mind again later</rt>
   <!-- the rt element can be rendered alongside, or instead of, the rb
content, according to the styling -->
</ruby> in this instance.</p>

5. Jargon that is expected should be linked to a glossary / explanation

21. Use the jargon. This has to be linked to (depends on) 5: and should be
linked to 4:

7. Linking to a glossary is not as cool as providing the information in a
ruby so it can be shown/hidden fast.

22. Technique: Use Ruby

23. Technique: Use a rel="glossary" link.


8. Instructions should be step by step, and include visual references.

9. It should be possible to choose the detailed or the shortened
instructions - LS

14. Use markup to identify flow of instructions

10. It should be possible to identify a graphic representation of an
instruction. i.e. you can draw the picture.

11. CMN thinks that 10: is also useful for being able to translate to sign
language.


12. Use active rather than passive expressions - this doesn't have massive
support.

13. Use short sentences

15. Use short words in common vocabulary.

16. Success criterion: Substituting common words for uncommon words (without
significantly expanding the size) does not change the meaning. Note that
this requires a dictionary that marks the "difficulty" of a word.

18. Short sentences success criteria proposal: sentences contain no more
than one relative clause

19. Grammar-based success criteria are language dependent

24. the Open University has done a lot of work on this.


23. Provide for consistent formatting that doesn't put people off.

Checkpoint 3.5 Annotate complex, abbreviated, or unfamiliar information with
summaries and definitions.

At the ftf we discussed that jargon can be helpful and that you should use
jargon when it exists, but that you should provide a translation.

I would add that I do not think it ok to restrict translations of jargon and
annotations of abbreviations to the fist occurrence. I can not remember
annotations that I have used since high school, and am still dependent on
the spell checker for ect/etc ....(etc....)

1, pictorial representation should be provided of each instruction, (if you
can not do it in one picture, it is time to split up the instructions)

2, diagrammatic representation should be provided for relationships and flow
of ideas.
Supply a page map/ structural diagrams of the flow of concepts through a
document.

for long documents the subject could be shown at the center, with the
various ideas
radiating outwards. Branches and sub-branches indicate the hierarchical
relationships between ideas, and visual cues are used to associate ideas
with easily recalled symbols


success criteria: can you map all the ideas in the document to the page map?
Received on Thursday, 10 January 2002 04:20:23 GMT

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