David Sloan. University of Dundee 2009 European Users Conference Manchester

Transcription

1 David Sloan Digital Media Access Group, School of Computing University of Dundee

2 How can e-assessment software be used to help create optimally accessible assessments? Brief overview of standards d and legislation l The user perspective: how people with visual, hearing, mobility and cognitive disabilities can use the Web and other ICTs. The author perspective: key principles of accessible digital content design Techniques to help Questionmark authors create optimally accessible assessments.

3 Legislation i UK Disability Discrimination Act 1995, 2005 Also DEN, ESP, FIN, FRA, GER, IRL, ITA, POR, SUI Standards W3C Web Content t Accessibility Guidelines (WCAG) W3C Authoring Tool Accessibility Guidelines (ATAG) ISO 9241:171 Software Accessibility ISO Individualized adaptability and accessibility in e-learning Procurement: PAS 78/BS 8878 (UK); Mandate 376 (EU)

4 How do disabled d people use the Web? 1. With Assistive technologies Separate hardware or software 2. With Accessibility adjustments at Operating System or application level Two main groups of accessibility solution: 1. Affecting input 2. Affecting output (display)

5 Devices and methods to overcome motor difficulties Modifications to the keyboard/mouse Alternatives to the keyboard/mouse Switches Speech input Gesture recognition Eyegaze Sip & puff Examples...

6 Devices and methods to overcome sensory and cognitive impairments Speech output Screen readers Text-to-speech software Tactile output Braille display Display adjustment Screen magnification (hardware or software) Alternative display settings (large text, light-on-dark text) Examples

7 Complications i to consider. 1. Does the user have the right accessibility solution for their needs? 2. Does the user have an accessibility solution at all? Awareness, cost, quality of support, change in user capabilities

8 For accessibility solutions to work as they should, digital content must be designed in a way that allows them to do so Basic rules (from W3C Web Accessibility Initiative): Allow people to perceive content Allow people to operate content Allow people to understand content Provide content that is robust across different environments

9 Alternatives to graphical content for people who can t see it: A text t alternative ti for an image (the HTML alt attribute) t A long description for a complex image such as a graph (the HTML longdesc attribute, or a visible link) Audio description for a video Alternatives for audio content for people who can t hear it Captions for a video Transcript for a video Signed content

10 Alternatives to textual content for people who have difficulty reading/processing it: Static ti images: photos, graphs, diagrams Video, animations Signed content Alternatives to audio content for people who can hear it but have difficulty understanding it Subtitles for video (c/f captions!)

11 Support adaptability No reliance on presentational characteristics to provide information (e.g. colour, position on screen) HTML used to distinguish types of content (e.g. headings) Avoid low contrasts Between text and background colours In audio (e.g. spoken noise and background)

12 Support keyboard accessibility All functionality accessible via the keyboard No keyboard traps Give users enough time to respond Be very careful about time-limits it on requiring i actions Avoid forcing users to access flickering/flashing content Some such content can trigger seizures Support efficient navigation Clear links, headings, form labels, skip links

13 Readable content Language appropriate to the target audience Changes in natural language identified d Predictable design and behaviour Consistency in page layout, terminology, actions Input assistance Help in providing correct input to forms Appropriate error handling

14 Content that is available and usable across different browsing platforms - legacy and future Benefits of validating HTML and CSS markup Using accessibility-supported technology

15 Key challenges Providing accessible alternatives for images, video, animation Keyboard accessibility limitations of drag and drop/matching questions Page structure t complexity grid-style tl tables tbl of options can be difficult/impossible for screen reader users to understand Content understandability: changes in natural language, abbreviations and acronyms Code validation be careful when copying content into QMP from e.g. Word

16 Evaluation check for: Availability and quality of alternatives Keyboard accessibility of the assessment Headings for questions and tables Use of colour and colour contrast; customisability Question phrasing, and quality of labels of answer options Useful validation tools Colour Contrast Analyser Web Developer Toolbar View content in AT simulators or real AT

17 Evaluation results Act on them by amending the assessment before use And if you can t Dealing with accessibility shortcomings Understanding where barriers may exist, despite best efforts Understanding who they may affect Developing and implementing a strategy for dealing with these (short term and long term)

18 W3C Web Content Accessibility Guidelines (WCAG): WebAIM - general advice on web accessibility: Techdis: Accessibility in e-assessment: t hdi d h 11 Sheffield Hallam University: Accessible Assessments: uk/services/lti/accessibleassessments /

19 W3C Web Content Accessibility Guidelines (WCAG): WebAIM - general advice on web accessibility: Techdis: Accessibility in e-assessment: t hdi d h 11 Sheffield Hallam University: Accessible Assessments: uk/services/lti/accessibleassessments /