- From: Fred Esch <fesch@us.ibm.com>
- Date: Mon, 22 Jun 2015 15:05:49 -0400
- To: <public-svg-a11y@w3.org>
- Message-Id: <201506221907.t5MJ7QLG014074@d03av04.boulder.ibm.com>
I have a few comments on Jason's Notes on Graphics Types and Educational
Applications.
Geometric Figures and Constructions
These graphics, typically representing two or three-dimensional geometrical
figures, are very diverse. As in the preceding category, they can usually
be well described in text alternatives or embossed in tactile form.
However, the emergence of interactive educational applications, for example
geometry-based games and tutorials, demands more than these conventional
means of providing non-visual access can supply. In particular,
applications that require the user to identify points in a geometrical
figure or to construct such a figure present similar challenges to those
described earlier in connection with analytic geometry.
Central concepts include:
Points, rays, lines and line segments.
Polygons, circles, curves, solid (i.e., three-dimensional) figures.
Many of these constructs should be recognizable from the SVG markup used to
describe them geometrically. Therefore, they may not warrant inclusion in
the ARIA taxonomy.
FE: Doug has commented on shapes several times. Shapes are usually done
with <path>. So statements like "Many of these constructs should be
recognizable from the SVG markup used to describe them geometrically.
Therefore, they may not warrant inclusion in the ARIA taxonomy." Isn't a
good conclusion.
Vertex/Edge Graphs
These are graphs in the formal, mathematical sense. They have a wide range
of applications in diverse disciplines. Examples include trees (occurring
widely in computer science), networks and flow diagrams. The access needs
associated with graphs become apparent as increasingly complex cases are
considered. Although the pertinent information can be conveyed through
descriptions, interactive reading and navigation becomes all the more
advantageous as the number of edges and vertices grows. This need suggests
that graphs should be included in the WAI-ARIA graphics taxonomy. Again,
the user's means of interaction and navigation vary according to the
available hardware as well as the individual's needs. For example,
navigation via a touch surface (with auditory, haptic or spoken feedback)
offers direct, two-dimensional exploration that cannot be accomplished as
easily or effectively with a keyboard.1
The information that should be made available for the purpose of making
graphs accessible includes:
The set of vertices, including any labels associated with vertices.
The edges (represented, for example, as pairs of vertices).
Whether the edges are directed or undirected.
Labels associated with edges
Interactive navigation to adjacent vertices (i.e., those incident on
the vertex that currently has focus).
Navigation between components of a disconnected graph.
Navigation to previous/next sibling, parent and children in trees.
FE: The edges (represented, for example, as pairs of vertices). - the
connector spec uses IRI's for an id or role. We should follow the spec.
Measuring Instruments
Graphics representing measuring instruments occur in textbooks and, more
importantly for present purposes, scientific simulations. Such simulations
have been developed for use in educational applications. The value depicted
by the measuring instrument may change as a simulation progresses. The
following information may be captured in order to make graphical depictions
of measuring instruments accessible:
The type of measuring instrument, e.g., ruler, thermometer, volt
meter.
The scale (minimum and maximum values as well as the step size in
which values are reported).
The unit of measure.
The currently reported value, if any.
Any labels associated with the diagram.
FE: Are you proposing attributes? Are they global attributes within the
graphics domain (g-)?
Venn diagrams
Due to their potential complexity, venn diagrams can usefully benefit from
interactive reading and navigation in order to facilitate comprehension,
which may be difficult if text alternatives (long descriptions) are used.
Venn diagrams represent relations between sets, including union and
intersection. Information that should be captured in a vocabulary for
formally describing venn diagrams includes:
The elements of each set and their associated labels.
Subset/superset relations.
Unions and intersections of sets depicted in the venn diagram.
The universal set, if any.
Interactive navigation to adjacent sets, i.e., those appearing
geometrically next to the set that currently has focus.
Hierarchical navigation down into subsets and up into supersets,
relative to the set that is currently at the point of regard.
Navigation into the intersecting regions of intersecting sets.
Interactive reading of elements; selecting and moving elements within
the diagram.
Interactive venn diagram construction.
FE: Venn diagrams present a similar problem to accessibility as chord
charts. Chords in a chord chart can have two different parents, provides a
link (edge) between the parents and the chord can contain semantic
information like size or membership in the chord/subset. One difference is
in a Venn diagram graphical items can occupy the same area.
Categories Requiring Further Investigation and Clarification
Orthographic drawings (noted as complex in the Braille Authority of
North America's Guidelines and Standards for Tactile Graphics).
FE: Orthographic drawings = technical drawings. Blue prints are a
variation.
Vocabulary includes:
View (ie top, front side, isometric (3d), perspective, exploded) this is
similar to a region role.
Dimension line (shows measurements of objects)
Scale (shows units of measure)
Note (text in a box mentioning something about the drawing) ie a surveyors
note mentioning for whom the survey was done, a comment on the types of
straps needed on the roof frame to meet hurricane standards
Fred
Regards,
Fred Esch
Accessibility, Watson Innovations
AARB Complex Visualization Working Group
Chair
W3C SVG Accessibility Task Force
IBM Watson
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<html><body><p>I have a few comments on Jason's<a href="https://lists.w3.org/Archives/Public/public-svg-a11y/2015Jun/att-0013/stem-graphics-notes.html"> Notes on Graphics Types and Educational Applications</a>. <br><br><b>Geometric Figures and Constructions</b><br><br><font size="4">These graphics, typically representing two or three-dimensional geometrical figures, are very diverse. As in the preceding category, they can usually be well described in text alternatives or embossed in tactile form. However, the emergence of interactive educational applications, for example geometry-based games and tutorials, demands more than these conventional means of providing non-visual access can supply. In particular, applications that require the user to identify points in a geometrical figure or to construct such a figure present similar challenges to those described earlier in connection with analytic geometry.</font><p><font size="4">Central concepts include:</font><ul><ul type="disc"><li><font size="4">Points, rays, lines and line segments.</font><li><font size="4">Polygons, circles, curves, solid (i.e., three-dimensional) figures.</font></ul></ul><font size="4" color="#FF0000">Many of these constructs should be recognizable from the SVG markup used to describe them geometrically. Therefore, they may not warrant inclusion in the ARIA taxonomy.</font><p><br><font size="4" color="#0000FF">FE: Doug has commented on shapes several times. Shapes are usually done with <path>. So statements like </font><font size="4" color="#FF0000">"Many of these constructs should be recognizable from the SVG markup used to describe them geometrically. Therefore, they may not warrant inclusion in the ARIA taxonomy."</font><font size="4" color="#0000FF"> Isn't a good conclusion. </font><br><br><b><font size="4">Vertex/Edge Graphs</font></b><br><font size="4">These are graphs in the formal, mathematical sense. They have a wide range of applications in diverse disciplines. Examples include trees (occurring widely in computer science), networks and flow diagrams. The access needs associated with graphs become apparent as increasingly complex cases are considered. Although the pertinent information can be conveyed through descriptions, interactive reading and navigation becomes all the more advantageous as the number of edges and vertices grows. This need suggests that graphs should be included in the WAI-ARIA graphics taxonomy. Again, the user's means of interaction and navigation vary according to the available hardware as well as the individual's needs. For example, navigation via a touch surface (with auditory, haptic or spoken feedback) offers direct, two-dimensional exploration that cannot be accomplished as easily or effectively with a keyboard.</font><a href="https://lists.w3.org/Archives/Public/public-svg-a11y/2015Jun/att-0013/stem-graphics-notes.html#fn1"><u><sup><font size="4" color="#0000FF">1</font></sup></u></a><p><font size="4">The information that should be made available for the purpose of making graphs accessible includes:</font><ul><ul type="disc"><li><font size="4">The set of vertices, including any labels associated with vertices.</font><li><font size="4" color="#FF0000">The edges (represented, for example, as pairs of vertices).</font><li><font size="4">Whether the edges are directed or undirected.</font><li><font size="4">Labels associated with edges</font><li><font size="4">Interactive navigation to adjacent vertices (i.e., those incident on the vertex that currently has focus).</font><li><font size="4">Navigation between components of a disconnected graph.</font><li><font size="4">Navigation to previous/next sibling, parent and children in trees.</font></ul></ul><br><font size="4" color="#0000FF">FE: The edges (represented, for example, as pairs of vertices). - the connector spec uses IRI's for an id or role. We should follow the spec. </font><br><br><b><font size="4">Measuring Instruments</font></b><br><font size="4">Graphics representing measuring instruments occur in textbooks and, more importantly for present purposes, scientific simulations. Such simulations have been developed for use in educational applications. The value depicted by the measuring instrument may change as a simulation progresses. The following information may be captured in order to make graphical depictions of measuring instruments accessible:</font><ul><ul type="disc"><li><font size="4">The type of measuring instrument, e.g., ruler, thermometer, volt meter.</font><li><font size="4">The scale (minimum and maximum values as well as the step size in which values are reported).</font><li><font size="4">The unit of measure.</font><li><font size="4">The currently reported value, if any.</font><li><font size="4">Any labels associated with the diagram.</font><br></ul></ul><font size="4" color="#0000FF">FE: Are you proposing attributes? Are they global attributes within the graphics domain (g-)?</font><br><br><b><font size="4">Venn diagrams</font></b><br><br><font size="4">Due to their potential complexity, venn diagrams can usefully benefit from interactive reading and navigation in order to facilitate comprehension, which may be difficult if text alternatives (long descriptions) are used. Venn diagrams represent relations between sets, including union and intersection. Information that should be captured in a vocabulary for formally describing venn diagrams includes:</font><ul><ul type="disc"><li><font size="4">The elements of each set and their associated labels.</font><li><font size="4">Subset/superset relations.</font><li><font size="4">Unions and intersections of sets depicted in the venn diagram.</font><li><font size="4">The universal set, if any.</font><li><font size="4">Interactive navigation to adjacent sets, i.e., those appearing geometrically next to the set that currently has focus.</font><li><font size="4">Hierarchical navigation down into subsets and up into supersets, relative to the set that is currently at the point of regard.</font><li><font size="4">Navigation into the intersecting regions of intersecting sets.</font><li><font size="4">Interactive reading of elements; selecting and moving elements within the diagram.</font><li><font size="4">Interactive venn diagram construction.</font><br></ul></ul><font size="4" color="#0000FF">FE: Venn diagrams present a similar problem to accessibility as chord charts. Chords in a chord chart can have two different parents, provides a link (edge) between the parents and the chord can contain semantic information like size or membership in the chord/subset. One difference is in a Venn diagram graphical items can occupy the same area. </font><br><br><b><font size="6">Categories Requiring Further Investigation and Clarification</font></b><ul><ul type="disc"><li><font size="4">Orthographic drawings (noted as complex in the Braille Authority of North America's </font><a href="http://www.brailleauthority.org/tg/"><u><font size="4" color="#0000FF">Guidelines and Standards for Tactile Graphics</font></u></a><font size="4">).</font><br></ul></ul><font size="4" color="#0000FF">FE: Orthographic drawings = technical drawings. Blue prints are a variation. </font><br><font size="4" color="#0000FF">Vocabulary includes:</font><br><font size="4" color="#0000FF">View (ie top, front side, isometric (3d), perspective, exploded) this is similar to a region role.</font><br><font size="4" color="#0000FF">Dimension line (shows measurements of objects)</font><br><font size="4" color="#0000FF">Scale (shows units of measure)</font><br><font size="4" color="#0000FF">Note (text in a box mentioning something about the drawing) ie a surveyors note mentioning for whom the survey was done, a comment on the types of straps needed on the roof frame to meet hurricane standards</font><p><table border="0" cellspacing="0" cellpadding="0"><tr valign="top"><td width="341" valign="bottom"><div align="center"><font size="4">Regards, <br><br>Fred Esch <br>Accessibility, Watson Innovations<br>AARB Complex Visualization Working Group Chair<br>W3C SVG Accessibility Task Force <br></font><img src="cid:1__=8FBBF4FFDFF75A058f9e8a93df938690918c8FB@" width="243" height="50" alt="IBM Watson"></div></td><td width="100" valign="bottom"><img src="cid:2__=8FBBF4FFDFF75A058f9e8a93df938690918c8FB@" width="115" height="115" alt="Fred" align="bottom"></td></tr></table><br><BR>
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--0__BBF4FFDFF75A058f9e8a93df938690918c8FBBF4FFDFF75A05--
Received on Monday, 22 June 2015 19:10:59 UTC