csun - accessibility and rapid e-learning tools
TRANSCRIPT
Accessibility and Rapid e-Learning Development Tools
Tim Springer
Brenda Roukey
About SSB BART Group
• Unmatched Experience• Accessibility Focus• Implementation-Oriented
Solutions• Solutions That Reduce Legal
Risk• Organizational Stability and
Continuity• Knowledge That Is Up-to-Date,
All the Time• Published and Peer Review
Auditing Methodology
• Fourteen hundred organizations (1445)
• Fifteen hundred individual accessibility best practices (1595)
• Twenty-two core technology platforms (22)
• Fifty-five thousand audits (55,930)• One hundred fifty million
accessibility violations (152,351,725)
• Three hundred sixty-six thousand human validated accessibility violations (366,096)
Agenda
• Introduction
• E-Learning Overview• Common E-Learning Accessibility
Issues– Accessibility Issues– Best Practices
• Tips for Instructional Designers
IntroductionAccessibility
• Define Accessibility– The degree of which information,
services, or the physical environment is available to people with different types of disabilities
• Common Disability Types– Visual
• Blindness• Low Vision
– Auditory/Hearing• Deaf• Hard of hearing
– Mobility– Speech– Cognitive– Disabilities that come with age
IntroductionAssistive Technology
• Define Assistive Technology (AT)– Devices, software or techniques used to assist individuals with
disabilities in the use (or access) of something
• Examples– Screen readers & magnifiers (JAWS or ZoomText)
– Voice recognition software (Dragon Naturally Speaking)
– On-screen or other special keyboards
– Wheelchairs
– TTY and video relay devices
– Canes
– Refreshable Braille displays
IntroductionLaws, Standards, and Guidelines
This presentation focuses on Section 508 and the Web Content Accessibility Guidelines (WCAG) 2.0 Levels A and AA.
Note: The best practices address the core accessibility areas in Section 508 and WCAG 2 Level A & AA.
E-Learning Overview
• What is e-Learning?• Common e-Learning delivery
environments– In-class, instructor led
– Web-based, instructor led (synchronous and asynchronous)
– Web-based, self-paced
• Common self-paced e-Learning formats and/or tool outputs – HTML– Multimedia– Adobe Flash – Documents (MS Office, PDF, etc.)
E-Learning Accessibility Issues & Best PracticesWhat Has Changed?
• In 2012, we identified six common categories of accessibility issues found in testing for e-Learning* accessibility:– Layout (including headings/titles, headers and footers, reading
order)
– Lists
– Color and contrast
– Non-text elements
– Navigation and keyboard access
– Quizzes/assessment questions
*For this presentation, specifically web-based, self-paced
E-Learning Accessibility Issues & Best Practices
• In 2013 we did the same analysis for accessibility issues • We broke it out by technology platform:
– HTML
– Multimedia
– Adobe Flash
– Documents
• MS Word, MS PowerPoint, PDF, etc.
What Has Changed?
E-Learning Accessibility Issues & Best PracticesHTML
• HTML (or web pages)– Layout (including headings/titles, headers and footers, reading
order)
• Ensure implicit headings are avoided
– Non-text elements
• Ensure background images that convey meaning have textual equivalents
• Provide alternative text for images
• Provide valid labels for form fields
– Navigation and keyboard access (especially for Quizzes/assessment questions)
• Ensure link text is meaningful when taken out of context
E-Learning Accessibility Issues & Best PracticesMultimedia
• Multimedia– Non-text elements
• Ensure visual multimedia content is sufficiently described in the audio portion of the multimedia
• Ensure multimedia playback can be controlled
– Navigation and keyboard access (especially for quizzes/assessment questions)
• Ensure multimedia playback can be controlled
E-Learning Accessibility Issues & Best PracticesAdobe Flash
• Adobe Flash– Layout (including headings/titles, headers and footers, reading
order)• Ensure the reading order of content is intuitive
– Non-text elements• Ensure objects and graphics provide textual names,
descriptions, role, state, and value• Provide synchronized equivalent for multimedia (audio and
video)• Ensure audio does not play automatically on load
– Navigation and keyboard access (especially for quizzes/assessment questions)
• Ensure keyboard focus is provided to active elements and element functionality can be activated from the keyboard
E-Learning Accessibility Issues & Best PracticesPDF
• PDF– Layout (including headings/titles, headers and footers, reading
order)• Ensure documents utilize the Title element• Ensure headings are denoted through structure and not
implicitly• Ensure that document content is rendered in the proper
order– Non-text elements
• Provide alternative text for images– Navigation and keyboard access (especially for
1uizzes/assessment questions)• Ensure links are tagged structurally as links with a link OBJR
tag
E-Learning Accessibility Issues & Best PracticesMicrosoft Office Word
• Microsoft Office Word– Layout (including headings/titles, headers and footers, reading
order)
• Ensure that slide content is rendered in the proper order
• Ensure list items are structured properly
– Color and contrast
• Ensure text and images of text provide sufficient color contrast
– Non-text elements
• Ensure images provide informative alternative text
• Provide alternative text for images
E-Learning Accessibility Issues & Best PracticesMicrosoft Office PowerPoint
• Microsoft Office PowerPoint– Layout (including headings/titles, headers and footers, reading
order)• Ensure headings are denoted through appropriate styles
and not implicitly– Lists
• Ensure list items are structured properly– Non-text elements
• Provide alternative text for images• Ensure charts, graphs, and complex images provide an
informative and visible alternative description– Navigation and keyboard access (especially for
quizzes/assessment questions)• Ensure all actionable items are accessible via the keyboard
E-Learning Accessibility Issues & Best PracticesSo - What Has Changed in a Year?
2012 e-Learning Accessibility Issues 2013 e-Learning Accessibility Issues
Layout (including headings/titles, headers and footers, reading order)
Non-text elements
Lists Layout (including headings/titles, headers and footers, reading order)
Color and contrast Navigation and keyboard access
Non-text elements Color and contrast
Navigation and keyboard access Lists
Quizzes/assessment questions
Tips for Instructional Designers
• Include accessibility at the onset of the project• Use instructional design
• Choose content creation tools with accessible output
• Develop requirements/design documents to include accessibility
• Use (or create) storyboards that will include accessibility best practices
• Conduct an accessibility check for your storyboards (pre-programming)
• Use automated tools AND conduct manual testing for your prototype/final product
• Recruit test users with disabilities AND test with ATs
Tips
Questions?
Thank You
Contact Us
Tim Springer
CEO
Brenda Roukey
Account Manager
SSB Contact Information
(800) 889-9659
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