No Learner Left Behind: Designing Accessible Learning Programs

Transcription

1 TH 204 No Learner Left Behind: Designing Accessible Learning Programs Presented by Dr. Maureen Orey, CPLP

2 #ATDTK Tweet, Chat, Tag, Post

3 Inclusion, Synergy, Access Let s Explore! The Access and Environment Matrix Design and Delivery Considerations for key access needs Tools to assess and evaluate your current programs

4 Participant Poll What kind of experience do you have working with people with disabilities?

5 Functional Definition of Accessibility Able to acquire the same information Opportunity to engage in the same interactions Allowed to enjoy the same services

6 Access Around the World

7 Three Formal Learning Environments Instructor Led (In Person) Synchronous (Online) Asynchronous (Online or Self Paced)

8 Environmental Considerations Face to Face Scenarios: Classroom training Coaching & mentoring On the job Online: Instructor Led Scenarios: Webinars Webcasts Conference calls Online: Asynchronous Scenarios: E-Learning (all forms) Websites & Wiki s Learning Management System Considerations: Trainer preparation and awareness of access needs of participants Supervisor preparation and awareness Considerations: Verify software accessibility Presenter and SME preparation and awareness of access needs Considerations: Verify software accessibility Provide easy access to assistance when help

9 Four Access Needs

10 Cognitive Brain Based Differences

11 Cognitive Access Cognitive Access Face to Face Online: Instructor Led Online: Asynchronous Remember that cognitive and psychological needs are invisible and you may not be aware of a need for accommodations Be flexible to requests for variation if possible Variety is key all of the above methodologies for access, can apply here. Allow extra time for individual activities, worksheets and assignments Ensure that all directions and expectations are clearly communicated. Be flexible to requests for variation if possible Variety is key all of the above methodologies for access, can apply here especially auditory & visual Allow extra time for individual activities, worksheets and assignments Remove time based restrictions in the course. Consider enabling both keystroke and mouse enabled content (such as drag & drop) to allow for multiple ways for access Provide both audio and visual directions Include closed captioning to provide additional access

12 Disabled?

13 Visual Access Visual Access Face to Face Online: Instructor Led Online: Asynchronous Provide hard and/or soft copy of materials prior to class Create clear verbal description of all photos and graphics (capture the context) Examine color choice and contrast of slides and graphics Be very specific when providing directions about breaks, lunches, activities, restrooms, etc. Ensure screen reader can access live chat stream Provide clear verbal description of photos, graphics and videos Use Alt-tabs on photos and graphics for screen reader access Webinar software must be accessible via keystroke Examine color choice and contrast of slides, graphics and other visual images All content must be accessible via keystroke. Mouse enabled - drag & drop doesn t work. Use Alt-tabs on photos and graphics for screen reader access Review all visual directions provided in the course, and ensure that the same directions are provided auditorily Test the program to ensure it really is accessible.

14 Content AND Context!!

15 Practicing Alt Text How would you describe this picture with Alt Text?

16 Practicing Alt Text How would you describe this picture with Alt Text?

17 Practicing Alt Text How would you describe this graphic with Alt Text?

18 Auditory Access Auditory Access Face to Face Online: Instructor Led Online: Asynchronous Sign Language (ASL) interpretation Provide hard and/or soft copy of materials Ensure that all course videos you use, have closed captioning Provide specific written directions for learning activities and worksheets Utilize LIVE closed captioning of the webinar Provide transcripts of live presentation & dialogue Ensure that all course videos you use, have closed captioning Provide transcripts of course videos Develop a script prior to session if possible Closed captioning of all spoken words Ensure that all course videos you use, have closed captioning and/or transcriptions Review all auditory directions provided in the course, and ensure that the same directions are provided visually

19 Closed Captioning and Audio Description

20 Closed Captioning & Scripts - TIPS Smartphone apps such as Clips and Clipomatic (iphones) to automatically add live subtitles to your videos. Let YouTube auto-transcribe your video for you. Download the captions file, and upload it to Handbrake (free open source software). You can also upload it to editing software. Certain edit software comes with handy caption tools. You can type along while the video plays in Camtasia, Filmora and Adobe Premiere Pro.

21 Physical Access Physical Access Face to Face Online: Instructor Led Online: Asynchronous Ensure that there is physical access to the training location (ie. ramp) If there is an activity that requires physical movement, inquire about ideas for inclusion Never assume they can t participate Allow extra time for individual activities, worksheets and assignments Vary methodology for participation live chat and vocal discussions Consider movement limitations, and allow extra time for transition to breakout rooms Allow extra time for individual activities, worksheets and assignments Never assume they can t participate Remove time based restrictions in the course. Consider enabling both keystroke and mouse enabled content (such as drag& drop) to allow for multiple avenues Provide both audio and visual directions Include closed captioning to provide additional access

22 200.2 Post Course Challenge Check Your Knowledge You have reached the post test for this module. Type the letter associated with the descriptions below in the proper order, corresponding to the numbers on the fence rails. Tab to move from box to box. 1 Feedback 2 Counts 3 A B NEPA Analysis & Decision Administer Special Use Authorization Your feedback 4 helps ATD continue to provide top-notch C Application educational Process programs that help you stay on top of a changing profession. 5 Reissue, renew if applicable or close the Special Use Authorization Evaluations forms for this session are available via the mobile app 6 and at the following link: E D Proposal and Screening F Issue Special Use Authorization

23 No one solution fits every access need in a category.

24 However One solution can solve more than one need - across categories - Dr Maureen Orey

25 Next Steps?

26 Explore the accessibility tools you already have.

27 Use the Accessibility Tools in e-learning Software Section 508 Accessibility Requirement Keyboard Support Content Focus Storyline Support You can execute most Storyline functions using a keyboard. Exceptions include drag-and-drop and hotspot interactions. Storyline displays a yellow box around the shape that s currently in focus and reports it to assistive technology. Flicker Reduction Storyline doesn't use flashing or blinking text, objects, or other elements with a frequency greater than 2 Hz and lower than 55 Hz. (Video imported by course authors should also conform to this standard.) Non-Visual Operation and Information Retrieval Large Text Storyline supports the JAWS screen reader. Storyline supports the JAWS screen reader and makes it easy for course authors to create large text versions of slides.

28 Course Author s Role in Section 508 Accessibility Compliance Section 508 Accessibility Requirement Image Consistency Author-Controlled Compliance When you use images to identify controls, status indicators, or other programmatic elements, assign a consistent meaning to those images throughout your course. Animation (Alternative) When you convey information in an animation, provide an alternate, non-animated slide for the content. Keyboard If you include drag-and-drop or hotspot interactions, provide alternate, keyboard-controlled interactions. Color Coding (Alternative) Multimedia (Alternative Synchronization) Don t use color coding as the only means of conveying information, indicating an action, prompting a response, or distinguishing a visual element. When using multimedia, provide text captions that are synchronized with audio and video. Easily create closed captions in Storyline 360 and Storyline 3 with the built-in editor. In Storyline 1 and Storyline 2, Copywrite we recommend 2019, Dr. using Maureen a variable Orey CPLP and triggers to display a caption text box synchronized with the media. Learn more.

29 Testing and Auditing Your Programs

30 Comprehensive Evaluation Tool A. Vendor/Solicitation No.: B. Brief Description of Product: Responsible for Completion D. Offeror E. Offeror F. Offeror G. Offeror H. Offeror C. Standard/Provision Current compliance In the space provided, describe how What type of test resource Is your response regarding Provide explanation if you level the product meets the indicated verified the current compliance consistent with your answered "No" on the previous compliance level compliance level published self-representations column 0 = Non-Compliant (do not exceed 800 characters) regarding 508 compliance (do not exceed 1500 characters) 1 = Partially Compliant External Testing Resource (e.g. VPAT or other published documentation which is representative of your compliance 2 = Fully Compliant Internal Testing Resource with the applicable Section 508 Standards Other and provisions) Yes or No Example: (c) Verify that interactive application objects can accept and release keyboard focus as expected. Fully Compliant Used the keyboard to navigate to all executable / interactive application functions and focus changes were tracked. Internal Testing Resource Yes Software Applications and Operating Systems (a) When software is designed to run on a system that has a keyboard, product functions shall be executable from a keyboard where the function itself or the result of performing a function can be discerned textually. (b) Applications shall not disrupt or disable activated features of other products that are identified as accessibility features, where those features are developed and documented according to industry standards. Applications also shall not disrupt or disable activated features of any operating system that are identified as accessibility features where the application programming interface for those accessibility features has been documented by the manufacturer of the operating system and is available to the product developer. (c) A well-defined on-screen indication of the current focus shall be provided that moves among interactive interface elements as the input focus changes. The focus shall be programmatically exposed so that assistive technology can track focus and focus changes. (d) Sufficient information about a user interface element including the identity, operation and state of the element shall be available to assistive technology. When an image represents a program element, the information conveyed by the image must also be available in text. (e) When bitmap images are used to identify controls, status indicators, or other programmatic elements, the meaning assigned to those images shall be consistent throughout an application's performance. (f) Textual information shall be provided through operating system functions for displaying text. The minimum information that shall be made available is text content, text input caret location, and text attributes. (g) Applications shall not override user selected contrast and color selections and other individual display attributes. (h) When animation is displayed, the information shall be displayable in at least one non-animated presentation mode at the option of the user. (i) Color coding shall not be used as the only means of conveying information, indicating an action, prompting a response, or distinguishing a visual element. (j) When a product permits a user to adjust color and contrast settings, a variety of color selections capable of producing a range of

31 Automated Evaluation Tools

32

33

34 Free Drawing!

35 TH204 No Learner Left Behind Feedback Counts Your feedback helps ATD continue to provide top-notch educational programs that help you stay on top of a changing profession. Evaluations forms for this session are available via the mobile app and at the following link: