Post on 15-Nov-2014
description
A centre of expertise in digital information management
www.ukoln.ac.uk
Accessibility 2.0: Blended Accessibility For Blended LearningBrian KellyUKOLNUniversity of BathBathUK
EmailB.Kelly@ukoln.ac.uk
UKOLN is supported by:
http://www.ukoln.ac.uk/web-focus/events/conferences/blended-learning-mmu-2006-06/http://www.ukoln.ac.uk/web-focus/events/conferences/blended-learning-mmu-2006-06/
About This TalkBrian Kelly reviews the traditional approaches taken to addressing the accessibility of Web resources.Although a political success, Brian argues that the WAI model is flawed.An alternative approach, developed by UKOLN and TechDis, is described.Brian concludes by arguing for a user-focused approach – “Accessibility 2.0”
About This TalkBrian Kelly reviews the traditional approaches taken to addressing the accessibility of Web resources.Although a political success, Brian argues that the WAI model is flawed.An alternative approach, developed by UKOLN and TechDis, is described.Brian concludes by arguing for a user-focused approach – “Accessibility 2.0”
This work is licensed under a Attribution-NonCommercial-ShareAlike 2.0 licence (but note caveat)
A centre of expertise in digital information management
www.ukoln.ac.uk
2
Contents
• Background• WAI – The Answer To Universal Web
Accessibility?• WAI Limitations• An Alternative Way: A Holistic Approach To
E-Learning Accessibility• Building On This Work: The Tangram
Metaphor• Accessibility 2.0• Questions
A centre of expertise in digital information management
www.ukoln.ac.uk
3
About Me
Brian Kelly:• UK Web Focus• Adviser on best practices and innovative uses of Web• Funded by JISC and MLA (Museums, Libraries and
Archives Council)• Supports Higher and Further Education and cultural
heritage communities• Based at UKOLN, University of Bath
Related work:• Providing advice on maximising access to networked
resources • Working with JISC’s TechDis advisory service• Co-author of several papers on e-learning accessibility:
CJLR paper in 2004, ALT-C and W4A paper in 2005, W4A paper in 2006, …
A centre of expertise in digital information management
www.ukoln.ac.uk
4
About You
Are you:• Familiar with WAI (Web Accessibility
Initiative)?• Using WAI WCAG guidelines in your:
Web site development? e-learning development work?
• Using the guidelines successfully?• Using any other approaches to e-learning
accessibility?
A centre of expertise in digital information management
www.ukoln.ac.uk
5
WAIWAI (Web Accessibility Initiative):
• Part of World Wide Web Consortium (W3C) since 1997• Aims to “develop strategies, guidelines, and resources to
help make the Web accessible to people with disabilities”
Developed guidelines for:• Web content: Web Content Accessibility Guidelines
(WCAG)• Authoring Tools: Authoring Tools Accessibility
Guidelines (ATAG)• User Agents (e.g. browsers): User Agent Accessibility
Guidelines (UAAG)WAI’s work:
• Has had high impact• Is being embedded in legislation e.g. US Section 508,
UK SENDA, …
WA
I
A centre of expertise in digital information management
www.ukoln.ac.uk
6
Problem Solved?Is the accessibility of e-learning solved?
• We just need to ensure WAI guidelines are implementedYour views:
• We should be ensuring our e-learning resources are universally accessible
• Following WAI guidelines can help ensure we achieve this• We have to, or we could be sued
Rre
view
of
WA
I A
pp
roac
h
But:
• Is the WAI model simple or simplistic? (flawed as we can’t do much about browsers and authoring tools)
• What about other developments in IT?
• Is the WAI approach designed for Web sites relevant for learning services?
• Is “universal accessibility” possible – or is it more of a rallying call / an aspiration?
A centre of expertise in digital information management
www.ukoln.ac.uk
7
Reviewing WAI
WAI's ambitions are clearly laudable
But does its approach work?
Let's briefly look at:• Experiences of use of WAI• The WAI model• The WCAG guidelines• The context of use • What is accessibility?
Rre
view
of
WA
I A
pp
roac
h
A centre of expertise in digital information management
www.ukoln.ac.uk
8
DRC – Disability Rights Commission, independent body legislated to stop discrimination and promote equality of opportunity of disabled people.
DRC – Disability Rights Commission, independent body legislated to stop discrimination and promote equality of opportunity of disabled people.
WCAG Conformance
Page authors can only follow WCAG guidelines. Several surveys carried out using automated tools (which gives upper limit on accessibility)
• DRC report: 19% A, 0.6% AA conformance based on 1,000 Web sites
• UK Museums report: 42% A, 3% AA conformance based on 124 Web sites
• UK Universities surveys (2002, 04): 43%/58% A, 2%/6% AA based on 160+ Web sites
ImplicationsThese low conformance levels can indicate:
• Public sector organisations don't care• Guidelines are difficult to implement• Guidelines are inappropriate, misleading, wrong, …
ImplicationsThese low conformance levels can indicate:
• Public sector organisations don't care• Guidelines are difficult to implement• Guidelines are inappropriate, misleading, wrong, …
Rre
view
of
WA
I A
pp
roac
h
A centre of expertise in digital information management
www.ukoln.ac.uk
9
The WAI Model
The WAI model:• Requires all three components to
be implemented in order for the WAI vision to be achieved
• Is of limited use to end users who have no control over browser or authoring tools developments
• Is confusing – many think WCAG is WAI
A simple model developed in late 1990s, but:• Does the evidence suggest it work?• Does it reflect the diversity of Web usage?• Does it reflect real-world technical environment and
developments?• Does it reflect real-world political and cultural
environments?
Rev
iew
of
WA
I A
pp
roac
h
A centre of expertise in digital information management
www.ukoln.ac.uk
10
WCAG Difficulties
Certain Priority 2 and 3 guidelines cause concerns:11.1 Use W3C technologies when they are available and appropriate for a task ...
• Promotes own technologies• Appears to ignore major improvements in
accessibility of non-W3C formats11.1 … and use the latest versions when supported
• Goes against project management guidelines• Logical absurdity: when XHTML 1 came out WAI
AA HTML 4 compliant sites downgraded to A! 3.2 Create documents that validate to published formal grammars
• Dodgy HTML (<br />) can be rendered by browsers – this is an interoperability issue
Rre
view
of
WA
I A
pp
roac
h
A centre of expertise in digital information management
www.ukoln.ac.uk
11
Universal Accessibility?
Is universal accessibility:• A legitimate aim, which can be achieved with an
appropriate set of guidelines?• Possibly a useful political slogan, but not achievable
in reality?Our thinking:
• How can scholarly work in HE be accessible to people with learning disabilities?
• Underlying approach should be ‘widening participation’
Universal approaches:• For machine-to-machine communications (XML),
and is not suited for the diversity of individuals (e.g. their abilities, environment, cultural environment, requirements, …)
Rre
view
of
WA
I A
pp
roac
h
A centre of expertise in digital information management
www.ukoln.ac.uk
12
Holistic (Blended) ApproachHolistic approach to e-learning accessibility developed
• Accessibility of learning outcomes (not necessarily digital resources) is paramount
• WAI WCAG are guidelines• See "Implementing A Holistic Approach
To E-Learning Accessibility" prize-winning ALT-C 2005 paper
• Follow up paper at W4A 2005 (May 2005) further developed model
WAI
Framework For Diversity: Accessibility
Accessibility – the Challenges• WAI WCAG – important area and high visibility• But the model is flawed, fails to take into account
developments e.g. can you use Podcasts?
Ho
list
ic M
od
el
A centre of expertise in digital information management
www.ukoln.ac.uk
13
Accessibility in ContextExternal factors: Institutional issues (funds, expertise, policies, security…)
External factors: Legal issues; cultural factors; …
Purpose Sector Funding Resources
Context
Accessibility/Usability Privacy
Policies
…
Finance
External Self-assessment Penalties Learning
Compliance
Digital Library Programme
Broken
Standards
Research
…
This approach embraces relativism and context
rather than the current absolute approach
Accessibility guidelines should be usable in wider context
Accessibility guidelines should be usable in wider context
A framework has been developed which places accessibility & usability within a wider context:
• The context• A range of
policies• A compliance
regime
A centre of expertise in digital information management
www.ukoln.ac.uk
14
Diversity - Content
WAI guidelines focus on informational Web sites:• Here’s the train timetable – I want the information
and I want it now• This is reasonable and desirable
Fu
rth
er W
ork
But is this approach always relevant to e-learning:
• Here’s something – you must interpret it
Or culture:• Here’s the Mona Lisa – you
decide why she is smiling
A centre of expertise in digital information management
www.ukoln.ac.uk
15
Jordan’s Pleasure Principle
Even for informational resources, we may not always choose to make information readily accessible
“Super Calli Go Ballistic, Celtic Are Atrocious!”• Breaks draft WCAG 2.0 guidelines on “Content
must be understandable”• But brings a smile to many (but not all)
Argument:• We need: firstly (A) food and then (B) shelter.
Afterwards we want (C) soft furnishing Can apply “Jordan’s Pleasure Principle” to informational content:
• We want information, but we also want it provided in a pleasurable way
C
B
A
Fu
rth
er W
ork
A centre of expertise in digital information management
www.ukoln.ac.uk
16
Articulating the Approach
The "Tangram Metaphor" developed to avoid checklist / automated approach:
• W3C model has limitations• Jigsaw model implies
single solution• Tangram model seeks to
avoid such problems
This approach:• Encourages developers to think
about a diversity of solutions• Focus on 'pleasure' it provides
to user• Outlined at W4A 2006, May
2006
This approach:• Encourages developers to think
about a diversity of solutions• Focus on 'pleasure' it provides
to user• Outlined at W4A 2006, May
2006
Tan
gra
m M
od
el
A centre of expertise in digital information management
www.ukoln.ac.uk
17
Tangram ModelModel allows us to:
• Focuses on end solution rather than individual components
• Provided solutions tailored for end user
• Doesn't limit scope (can you do better than WAI AAA?)
• Make use of automated checking – but ensures emphasis is on user satisfaction
Guidelines/standards for/from:
• WAI• Usability• Real world• Organisational• Dyslexic • Learning difficulties• Legal• Management
(resources, …)• Interoperability• Accessibility metadata• …
Tan
gra
m M
od
el
A centre of expertise in digital information management
www.ukoln.ac.uk
18
Tangram Model & Testability
"WCAG 2.0 success criteria are written as testable statements …" (nb. automated & human testing )
Issues:• What about WCAG principles that don't have defined success
criteria (e.g. "content must be understandable")?• What about 'baselines' – context only known locally• What about differing models or / definitions of 'accessibility'?
Note vendors of accessibility testing services will market WCAG tools e.g. see posting on BSI PAS 78
Tangram model can be used within WCAG• Distinguish between testable (ALT tags)
and subjective (content understandable)• Supports baselines
Baseline 1
Testable
Tan
gra
m M
od
el
A centre of expertise in digital information management
www.ukoln.ac.uk
19
The Cathedral & The Bazaar
WAI Approach:• Large-scale and ambitious –but slow-moving
• External dependencies (e.g. on legal systems)
• Based on single approach ("you must …")
• Web-centric approach
• Cathedral approach to development
Holistic Approach:• Modular & can be more rapid-moving & responsive
• Based on diversity of approaches - "seek to …"
• Covers Web, other IT and real-world accessibility
• Bazaar approach to development
"I don't claim people should do 100% of what I say“ J Neilson
WCAG 2.0’s ‘baseline’ seems to recognise a contextual view but is limited to Web technologies
WCAG 2.0’s ‘baseline’ seems to recognise a contextual view but is limited to Web technologies
A centre of expertise in digital information management
www.ukoln.ac.uk
20
The Legal Framework
This approach is well-suited for the UK legal framework:
SENDA/DDA legislation requires "organisations to take reasonable measures to ensure people with disabilities are not discriminated against unfairly"
Note that the legislation is:• Technologically neutral• Backwards and forwards compatible• Avoids version control complexities• …
The legislation also covers usability, as well as accessibility
A centre of expertise in digital information management
www.ukoln.ac.uk
21
Blended Accessibility
Background• Talk on best practices for public library Web sites • Example given of Flash game:
Aimed at children Simple to develop They love it
• Question: What about accessibility?• Response: (defensive) Err, we'll have to remove it.
Blended solutionWhat's the purpose of the game?To amuse kids, while parents are browsing for books.Would building blocks provide an equivalent alternative?Note this treats kids as users with different learning styles, not as 'something for the blind, …
Blended solutionWhat's the purpose of the game?To amuse kids, while parents are browsing for books.Would building blocks provide an equivalent alternative?Note this treats kids as users with different learning styles, not as 'something for the blind, …
A centre of expertise in digital information management
www.ukoln.ac.uk
22
Accessibility 2.0
Can the term “Accessibility 2.0” help in articulating a blended approach (similar to Web 2.0, e-Learning 2.0, Library 2.0, …)?
Characteristics:• User-focus• Diversity• Blended• Widening participation• Avoidance of dogma• …
Acc
essi
bil
ity
2.0
A centre of expertise in digital information management
www.ukoln.ac.uk
23
Are You A Believer? (1)
You want to make your PowerPoint slides available in your VLE. Do you:
A Acknowledge that you can’t as PPT is a proprietary format and so breaks WCAG 1.0
B Think about making PPT and HTML versions available, but realise that MS HTML is invalid, and so this breaks WCAG
C Make PPT (and HTML) versions available as this is more accessible than having no file available
D Ensure images in PTT file have ALT tags – as PPT files can be accessible
Acc
essi
bil
ity
2.0
A centre of expertise in digital information management
www.ukoln.ac.uk
24
Are You A Believer? (2)
You want to make your PowerPoint presentations more accessible. Do you:
A Make use of Eric Meyer’s S5 software, as this is compliant with XHTML, makes use of CSS and is fashionable amongst the Web development community (and isn’t produced by Microsoft)
B Realise that S5 (a) produces poor quality printouts (which your student use for note-taking) and (b) is difficult to produce visual effects which you use to make your presentations more interesting
Acc
essi
bil
ity
2.0
A centre of expertise in digital information management
www.ukoln.ac.uk
25
Are You A Believer? (3)
You want to make a recording of a paper on "Contextual Web Accessibility - Maximizing the Benefit of Accessibility Guidelines" you gave at the W4A 2006 workshop available as Podcasts. Do you:
A Acknowledge that you can’t as you don’t have the resources available to provide transcripts of your talks available, as required to conform with WCAG
B Create the Podcast as a recording of your talks makes the talk more accessible than having no recording available
C Provide the Podcast alongside the MS Word, PDF and XHTML versions of the paper and the PowerPoint slides, which provide variants of the real world idea (as opposed to the resources)
Acc
essi
bil
ity
2.0
Accessibility 2.0 for Web 2.0
A centre of expertise in digital information management
www.ukoln.ac.uk
26
Are You A Believer? (4)
You have a PC cluster with multimedia PCs. It is pointed out that deaf students can’t benefit from this. Do you:
A Remove the multimedia PCs in order to provide a level playing field?
B Ensure that captioning tools are available in order to allow students with hearing difficulties can still access the learning resources?
Acc
essi
bil
ity
2.0
A centre of expertise in digital information management
www.ukoln.ac.uk
27
Are You A Believer? (5)
You are organising a Geology field trip to Snowdonia. However it is pointed out that Snowdonia is not wheelchair friendly. Do you:
• Cancel the field trip as it is not universally accessible?
• Call for a wheelchair ramp to be installed and boycott Wales until this happens?
• Seek to ensure that the learning outcomes of the field trip are accessible and make use of alternative technologies e.g. mobile phones/MMS/3G to allow student at base camp to engage in discussions and go to wheelchair-friendly pub for social activities?
Acc
essi
bil
ity
2.0
A centre of expertise in digital information management
www.ukoln.ac.uk
28
Are You A Believer? (6)
You have deployed Blogs for students to reflect on their learning experiences
On reviewing the Blogs you discover that your students aren't using ALT tags or images or expanding abbreviations, in breach of WCAG
Do you:• Withdraw the Blogging service?• Point out issues, but leave it to students to decide
what to do?
Acc
essi
bil
ity
2.0
Accessibility 2.0 for Web 2.0
A centre of expertise in digital information management
www.ukoln.ac.uk
29
Application To Communications
Skype, Instant Messaging, …• Banned at some institutions for various reasons
(ideological, performance, accessibility, …)
But:• Can be used to allow geographically-challenged
students to listen to talks• Use in lectures when no induction loop available• Skype IM / IM can be used for mentoring support,
feedback, …
Acc
essi
bil
ity
2.0
Accessibility barrier or accessibility benefit?Accessibility barrier or accessibility benefit?
A centre of expertise in digital information management
www.ukoln.ac.uk
30
Challenges For Accessibility 2.0
Moving away from a simplistic checklist approach has benefits:
• Ability to address the diversity to be found• Ability to do more than may be required in checklist
But also leads to challenges:• What are the appropriate ‘reasonable measures’?• How do I advise / evaluate / monitor?
No simple answers (as with evaluation of learning) but some suggestions:
• Documented policies are essentially• Sharing and discussion of approaches taken• Talking to your users!
Acc
essi
bil
ity
2.0
A centre of expertise in digital information management
www.ukoln.ac.uk
31
Building On This Work
TechDis Perspective
"As .. awareness of accessibility has matured .. shift in e-learning communities from a standards based paradigm to a more holistic approach that discriminates between delivery mechanisms, content and context – … approach focuses more on the learner’s experience than the intrinsic nature of the resource, and … brings responsibility for accessibility to a wider audience."
Other points:• Discrimination by compliance; real world resources
are less accessible than digital ones – don't ban digital resources needlessly
• Need to distinguish between: Content delivery vehicle Context of use
Nex
t S
tep
s
A centre of expertise in digital information management
www.ukoln.ac.uk
32
Accessibility & Usability
Possible (probable) danger:• We must address accessibility (legal fears)• We follow WCAG guidelines• We run automated tools• We feel happy – and stop there
But:• Our Web sites & e-learning systems aren't usable• We'd failed to give enough attention to usability
Nex
t S
tep
s
Note:• SENDA legislation covers access and use of digital resources.• .."relationship between accessibility & usability has long been a
source of discussion, .. no definitive model exists."• Further work needed – but usability needs to be addressed
Note:• SENDA legislation covers access and use of digital resources.• .."relationship between accessibility & usability has long been a
source of discussion, .. no definitive model exists."• Further work needed – but usability needs to be addressed
A centre of expertise in digital information management
www.ukoln.ac.uk
33
Personalisation
Traditional view:• Digital resources must all be fully accessible• People with disabilities have rights to access all
resources• Personalising views based on (disabled) user
profiles is therefore wrongCurrent thinking:
• Digital resources can't be fully accessible• Personalisation (e.g. PLEs) is felt to be valuable• Disabled users have equals rights in avoiding
unnecessary information!
Standards are being developed for support personalised access to (e-)learning resources, including IMS AccessForAll
Standards are being developed for support personalised access to (e-)learning resources, including IMS AccessForAll
Nex
t S
tep
s
A centre of expertise in digital information management
www.ukoln.ac.uk
34
Next Steps
What next?• Is there a broad acceptance of the
approaches described? • Dealing with the backlash – we want a
simple set of rules we can implement• A roadmap for the future:
Sharing experiences Observing patterns of best practices – and
(importantly) mistakes Engagement with others Further development of the approach
Nex
t S
tep
s
A centre of expertise in digital information management
www.ukoln.ac.uk
35
Conclusions
Web accessibility:• Should be a goal• But accessibility is a more important goal• Blended accessibility has strong parallels
with blended learning – the focus is on the learning
A centre of expertise in digital information management
www.ukoln.ac.uk
36
Questions
Any questions?
Note resources cited are bookmarked in del.icio.us using tag 'blended-learning-mmu-2006'
Note resources cited are bookmarked in del.icio.us using tag 'blended-learning-mmu-2006'