Re: Fwd: Unit 1 and 2 feedback

Looks great to me!

Thanks for the updates.I appreciate literal examples are not good, I just
add them to the feedback to help clarify my point as was a large brain dump!

On Tue, Aug 6, 2019 at 5:20 PM Daniel Montalvo Charameli <dmontalvo@w3.org>
wrote:

> hello Helen.
>
> Many thanks for your comments and feedback. They are very welcomed.
>
> Let me address your comments below.
>
> On 8/2/2019 3:40 PM, Helen Burge wrote:
> Hi,
>
> I was added to the group but not allowed to submit my answers so here
> they are:
> 1) No comment
> 2) I read the material carefully .
> 3. Unit 1: What is Web Accessibility: "Describe the scope of “the Web”
> beyond desktop and mobile devices" - this should be expanded on as does
> it mean expanding on assistive technology?
>
> I was not thinking of assistive technologies yet. These will be
> addressed later on in the unit. At this point the main goal for this
> learning outcome is that students are aware that the web expands into
> many other devises different than the PC and their phone, such as smart
> watches, TVs, or smart home devices. I have reworded this learning
> outcome and now it says:
>
>  > * Describe how “the Web” expands into other devices such as smart
> TVs, watches, or smart home appliances
>
> Is it clearer now?
>
> 4. Topic: Stories of people with Disabilities: Will there be links to
> resources to get demonstrators or is it best to say "Tip: As you may be
> inviting only one or two demonstrators (colleagues or friends) of
> assistive technology," - as the term demonstrator is not clear it is
> someone with a disability, so could be a user?
>
> I think specifically of "expert users with disabilities". We have
> reached a consensus to require expert users to explain how an assistive
> technology works, since having any type of user might lead students to
> confusion. It seems to me like there is a wording issue and I need to
> change the word "demonstrator" to something else. Maybe
>
>  > * Invite expert users with disabilities to demonstrate the assistive
> technologies and adaptive strategies they use when interacting with
> websites and applications. Ask users to explain some accessibility
> features. Encourage them to present some frequently encountered barriers
> and strategies they use to work around them.
>
>  > **Tip:** As you may be inviting only one or two users, make sure to
> emphasize the diversity among people with disabilities, even with the
> same type of disability. Also emphasize how design features can enable
> or disable people. ...
>
> Is it clearer now?
>
> To expand on the current suggestions, I have found highlighting examples
> relevant to the audience of good and bad practices that the audience can
> relate to.  For instance their product and what they currently do well
> for screen readers and what they can improve on. I also have given more
> relevant homework where I give a scenario in a typical user experience.
> Like "Using a screen reader, go to x website and search for a red item.
> Add it to your basket and open the checkout." I would give a scenario as
> often would highlight areas the audience assume work in their product.
> The examples given in the training are quite relevant to the homework
> and you can suggest a review session to go through what the audience
> found hard or easy and how much is down to not understanding to use the
> tools versus design of the website.
>
> I feel the course does cover this, but is assuming the trainer will have
> advanced users of assistive technology in the class and in some cases
> this will not be possible and these are suggestions that can help the
> trainer with practical methods of helping a learner.  I didn't raise a
> ticket as feel this feedback is quite subjective and might be overkill!
>
> I will work on trying to be more directive in the "Teaching Ideas" and
> the "Homework Ideas" for the curricula. It is important to bear in mind,
> though, that at this stage we are developing a curriculum, from which
> organisms will hopefully develop their own courses. There is also a
> project for which a MOOC course based on this curriculum will be
> developed. Further materials to guide teachers on how to develop a
> specific activity are to be developed in the future, with founds from
> the WAI-Guide project as well. So I think we need to strike the balance
> here between guide trainers who have not a very deep knowledge in the
> matter but at the same time leave room for the future materials of this
> resource that are to come.
>
> 5. Topic: Scope of Web Accessibility: "Explain that accessibility is
> part of overall inclusion, since accessibility features benefit all
> users as well as those with disabilities." a good example here is
> contrast ratios, as "normal" users can read strong ratios better than
> weak ratios and most audiences can relate.  (Also mentioned in a
> subsequent point).  Again a homework idea could be a real life example
> exercise of the student using assistive technology online to perform a
> task they are used to doing frequently like online shopping.
>
> In unit 2 we have some of these exercises you are proposing.
>
>  > * Ask students to explore the use of assistive technologies to
> perform a task, such as reading the news, making a purchase, interacting
> in social networks, etc. Instruct them that their experiences are not
> those of an assistive technology everyday user.
>
>
>  > * Ask students to go to three different types of websites (e.g.,
> shopping site, banking site, entertainment site) and to identify three
> access barriers from each of the three sites. Ask students to creatively
> explain how better design may remove those barriers found.
>
>
> Once again I am hesitant to write very concrete activities in the
> curricula, since I feel these will be addressed in complementary
> resources we are to develop. The curricula is intended to be a framework
> for many types of audiences that will later develop their own training
> activities. You can have a look at the Curricula Requirements Analysis
> if you want to get familiar with the background for this resource.
>
> 6. Unit 2: People and Digital Technology: I agree with the format and
> content
>
> 7. Topic: Diverse Abilities, Tools, and Strategies: "Ask students to
> engage with relatives, friends, or colleagues with disabilities that
> they may have." - is it better to say "Ask students to engage with
> relatives, friends, or colleagues with difficulties that they may have
> with web content." - mainly as asking my mum "what disabilities do you
> have?" might get me slapped!
>
> Oh, mine would probably say "I don't have any disabilities" :-) but...
> anyway, I guess broadening the scope a little bit will help since we can
> reinforce the idea that accessibility features benefit users without
> disabilities as well. This is an idea that will be later developed,
> specially in the business case for accessibility unit. I have reworded
> it as follows:
>
>  > * Ask students to engage with relatives, friends, or colleagues that
> they may have. Ask students to gather information on which types of
> assistive tools and/or adaptive strategies their acquaintances use to
> interact with digital technology. Help students classify the tools they
> have learned about.
>
> Could the focus be less about disabilities and more about the need for
> assistive technology for simple tasks like the use of glasses when using
> real life examples. Might be worth adding to the tip that does cover
> this too.
>
> This is one of the most difficult balances to strike here. On the one
> hand I agree with you that we don't want to make this too
> disability-centered but, on the other, we do need to explain the concept
> of disability, the main types of disabilities that exist and also point
> to people with disabilities at a certain extent. Now the tip looks:
>  > **Tip**: While it is important to introduce different types of
> disabilities, avoid portraying them as being limiting or discomfortable.
> Compare the role of assistive technologies and adaptive strategies with
> that of other tools used by people without disabilities, such as
> glasses. Communicate that barriers are caused by design decisions rather
> than by the disability.
>
>
>
> 8. Topic: Components of Web Accessibility: For teaching ideas is it
> worth adding some examples of known limitations of assistive technology
> versus websites.  For example Android screen readers do not hide
> decorative images with alt="" unless the developer adds
> aria-hidden="true". Is the responsibility on the developer or on the
> assistive technology?
>
>
> Good point, really the concept of accessibility support keeps evolving
> day after day. I think I would not exaggerate if I say that every day
> things in the accessibility support field change for better or worse. I
> have added this but as a general idea, We need to think carefully before
> pointing to any specific instance of accessibility support, same
> rationale as per the other specifics. Now the first teaching idea of
> topic "Components of Web Accessibility" looks like:
>
>  > * Based on the previously taught topics, ask students to reflect on
> the inter-dependencies between assistive technologies, adaptive
> strategies, and digital content. Guide them to realize how one relies on
> the other and how using different combinations of tools may yield
> different user experiences.
>
> 9) No other comments
>
> Regards,
> Helen
>
> Thanks again.
> Daniel.
>
>
> --
> Helen Burge | Senior Accessibility Consultant | +44796-748-1296
> Deque Systems - Accessibility for Good
> deque.com
>


-- 

Helen Burge | Senior Accessibility Consultant | +44796-748-1296

Deque Systems - Accessibility for Good

deque.com