[Accessibleweb] Minutes - AccessibleWeb@U: E.A. Graffan on Accessible Web Ideas, UK Style

Rick Ells rells at u.washington.edu
Fri Nov 9 12:36:54 PST 2007



Oops, that should be E.A. Draffan.


|- Rick Ells - 543-2875 - rells at cac.washington.edu - Rm 011S MGH Bldg -|
|- http://staff.washington.edu/rells/ -|


On Fri, 9 Nov 2007, Rick Ells wrote:


>

> AccessibleWeb at U Meeting Minutes, Friday November 2, 2007

>

> - Accessible Web Ideas - UK Style

> - Guest: E.A. Graffan of the Learning Societies Lab, University

> of Southhampton, U.K.

> - Staff Web site: http://www.ecs.soton.ac.uk/people/ead

> - Learning Societies Lab site:

> http://www.lsl.ecs.soton.ac.uk/

> - Education in the U.K.

> - Public higher education in UK is no longer free, but the shift

> away from subsidized public education has not affected disabled

> so much as most have access to sources of support

> - Disabled Students Allowances

> - http://www.direct.gov.uk/en/DisabledPeople/EducationAn

> dTraining/HigherEducation/DG_10034898

> - DSA does not cover all costs, students often receive

> support from charities

> - Ways education is supported education varies among countries

> within United Kingdom

> - Disability Discrimination Act, applies to all of UK

> - Web site:

> http://www.direct.gov.uk/en/DisabledPeople/RightsAndObligations/

> DisabilityRights/DG_4001068

> - Applies to all everyone, not just government

> - Employment

> - Education

> - Access to goods, facilities, and services

> - buying or renting land or property

> - Anticipatory

> - Must have everything in place to support the disabled in

> case you have a disabled student

> - Disability Equality Duty, added in 2006, established a legal

> duty on all public sector organizations to promote equality of

> opportunity for disabled people

> - http://www.direct.gov.uk/en/DisabledPeople/RightsAndObligat

> ions/DisabilityRights/DG_10038105

> - Equality and Human Rights Commission recently established,

> merging efforts of several commissions

> - Not clear yet how it is going to work

> - Web site:

> http://www.equalityhumanrights.com/en/Pages/default.aspx

> - A rather interesting Web site loaded with features to

> help disabled, including its own built-in screen

> reader

> - UK is now working on fitting into the European Union framework

> of laws relating tot he disabled

> - UK approach to achieving accessibility emphasizes audit, appraisal,

> and outcomes

> - Assessment centers are located around UK

> - Suppliers of services and technologies have been identified

> - Training has been developed and is offered in many locations

> - Student usage of services and technologies is monitored

> - Web accessibility guidelines being updated

> - Guidelines are built on W3C WCAG version 1 and 2

> - Publicly Available Specification PAS 78:2006, Guide to good

> practice in commissioning accessible web sites

> - Buy a copy at

> http://www.bsi-global.com/en/Shop/Publication-Detail/?pid=0

> 00000000030129227

> - Described and discussed at

> http://www.dmag.org.uk/resources/design_articles/pas78.asp

> - The UK Central Office of Information is working on a report

> titled "Delivering Inclusive Websites", which should be

> available soon. E.A. Graffan is one of the contributors to the

> report

> - UK OnLine, an Internet service provider, and TechDis, an

> educational advisory service, are working on a holistic

> approach to Web design supporting accessibility

> - UK Online: http://www.ukonline.net/

> - TechDis: http://www.techdis.ac.uk/

> - What guidance can we give Web developers?

> - Set a goal of achieving WAI WCAG AA compliance

> - Avoid deprecated features

> - Use W3C technologies when available

> - One problem is, with WCAG2 still in draft, we are stuck on

> WCAG 1

> - WCAG2 draft implicily aknowledge that accessibility

> to everyone is no posslbe

> - what do students say they want?

> - clear layout

> - chunked information

> - use logical and sequential layout

> - provide meaning meaning

> - Usability is the bigger problem, given new technologies and

> access devices

> - Accessibility is not a product - it is an improvement

> process constantly evaluating current technology methods

> against current user practices and outcomes

> - Usual problems are with navigation - can get to the words,

> but hard to get around

> - We do not know enough about the capabilities of disabled users

> - The disabled are a diverse population with varying limitations

> and capacities for finding ways to meet their needs given those

> limitations

> - Many use mobiles

> - listen to mp3s of lectures

> - reads anatomy notes into mobile

> - Navigation with GPS

> - Capturatalk (http://www.capturatalk.com/home.asp) operates

> on a mobile phone and reads text outloud from hardcopy or

> electronic documents

> - Many students want Flash

> - Has built in speech

> - Can be used with bright colors

> - XeRTE (http://www.nottingham.ac.uk/~cczjrt/Editor/)

> editor creates rich, interactive elearning content in Flash

> - Some students get overwhelmed by the multi-media

> - Much can be done to improve standard tools

> - Liberated Learning Consortium

> (http://www.liberatedlearning.com) working on better

> learning environments

> - ViaScribe speech recognition technology aims at

> enhancing accessibility for students with

> disabilities in the university classroom

> - shows slides, text, moving highlight on text

> - Students need toolkits, they do not want massive products with

> huge numbers of tools

> - Majority of people cannot afford expensive tools

> - yEd Graph for mind-mapping is an example of an excellent

> tool available for free download and use

> - http://www.yworks.com/en/products_yed_about.htm

> - Pragmatism and Holism seem to be key ideas on how to do accessible

> design in the future

> - Still need checklists to give developers basic testable criteria

> - WCAG2 is flexible

> - Ask for AAA level accessibility

> - Emphasize good structure, semantics, usability

> - Recognize new contexts and populations

> - Silver surfers - growth area is in over-50 Web surfers

> - Saga Zone - http://www2.saga.co.uk/sagazone/

> - FaceBook - http://www.facebook.com

> - Many disabled can participate well in online social

> environments

> - How do social environments relate to education? If we

> enter student's space do we spoil it for them?

> - Assessment of e-learning is a challenge, given the new tools,

> contexts, and methods

> - e-learning Framework Reference Model for Assessment

> (http://www.frema.ecs.soton.ac.uk) working on improved

> assessment methods

>

>

> |- Rick Ells - 543-2875 - rells at cac.washington.edu - Rm 011S MGH Bldg -|

> |- http://staff.washington.edu/rells/ -|

>

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