- From: McSorley, Jan <jan.mcsorley@pearson.com>
- Date: Sun, 24 Sep 2017 12:55:50 -0500
- To: Silver TF <public-silver@w3.org>
- Message-ID: <CAFuJ5sMcm2tBpd95r1xfS0yicgOH9vM6xEbcjCM5-0c-Y0Afww@mail.gmail.com>
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!*
Received on Sunday, 24 September 2017 17:57:00 UTC