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IMS Global Project Accessibility White Paper

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Title: IMS Global Project Accessibility White Paper


1
IMS Global ProjectAccessibility White Paper
  • Liddy Nevile
  • liddy_at_motile.net

2
Summary
  • IMS Global Project
  • Participants
  • White Paper
  • Future Activities

3
IMS Global Project
  • C.E.O Ed Walker
  • IMS Global Learning Consortium, Inc.
  • http//www.imsglobal.org/

4
IMS Specifications
  • Learning Functions
  • Sequencing
  • Learning Design
  • Repositories
  • Competencies
  • Accessibility
  • Basic Data Exchange
  • Meta-data
  • Content Packaging
  • Assessment
  • Learner Information
  • Enterprise Exchange

5
IMS participants include...
  • SCORM
  • OKI/MIT
  • OCLC
  • SIF
  • IEEE/LTSC
  • ALIC
  • USOeC
  • CANCORE
  • MERLOT
  • ADL Co-Lab
  • Industry Canada
  • JISC/BECTA/UFI
  • DEST/IMS Australia
  • NIE Singapore
  • H. E. Institutions

6
IMS Adoption
  • SCORM, eUniversity, OCW
  • CANCORE, MERLOT, NCAM
  • Giunti, Fretwell-Downing, Thomson
  • Microsoft, Oracle, Cisco, Sun
  • Saba, NetG, Centra, Can Studios, Question-Mark,
  • Blackboard, WebCT,
  • SCT, Eduprise, PeopleSoft

Ed Walker slides - IMS CEO
7
IMS Australia
  • DEST
  • Acting Director
  • http//...

8
Accessibility Working Group
  • IMS staff
  • NCAM
  • ATRC
  • eUniversity
  • IMS Australia
  • BlackBoard
  • Open University
  • WebCT
  • Adobe
  • Microsoft
  • Apple
  • ...

9
The White Paper for ...
  • course ware and software vendors
  • educational publishers
  • authoring tool developers/vendors
  • authors/content developers
  • educational institutions -- including
    administrators
  • educators/instructors
  • students
  • administrative staff

10
Primer on Accessibility
  • Disabilities, Functional Limitations,
    Accessibility Tips
  • For People Who Are Blind or Hard-of-Hearing or
    Deaf      
  • For People with Low-Vision, Color Blindness,
    Physical Disabilities, Language or Cognitive
    Disabilities
  • For People in General
  • Tools for Access - Types of ATs
  • Equivalent Access Versus Alternative Access
  • Direct Access Versus Compatible Access

11
Users of screen readers
  • There are a number of things that application
    software developers can do to make it possible
    for people using screen readers to detect and
    figure out what is on the screen. These include
  • using the system tools wherever possible to draw
    and erase all on-screen text and to display all
    cursors and pointers
  • using the operating system's standard controls
    whenever possible
  • drawing tools in toolbars, palettes, and menus as
    separate items (rather than one big graphic).
    This makes it possible to identify the number,
    location, and shape of the individual tools so
    they can be identified and named

12
Increase compatibility with screen readers by
  • using a special technique to make the text known
    to screen reading software, if the text is
    embedded in a graphic image.
  • dragging system cursors with you (even if
    invisible) when custom highlight or focus
    techniques are used.
  • using consistent or predictable screen and dialog
    layouts.
  • avoiding use of help balloons that disappear if
    the focus changes unless there is a way to lock
    them in place so that the focus (e.g., the
    cursor) can be moved to read them.
  • using single column text whenever possible.
  • giving controls logical names, even if the name
    is not visible on the screen. (Screen readers can
    access this information and use it to describe
    the type and function of the control on the
    screen.)
  • providing keyboard access to all tools, menus,
    and dialog boxes.

13
Since screen readers can only read text
  • (or name separately identifiable icons or tools),
    it is a good idea to
  • avoid unlabeled "hot spots" on pictures as a
    control scheme (unless redundant with menu
    selection).
  • avoid non-text menu items when possible or
    incorporate visible or invisible cues. (Screen
    readers can "see" text that is written to screen
    in an invisible color.)
  • avoid non-redundant graphic tool bars.

14
  • Finally, documentation and training materials can
    be more accessible when
  • all documentation and on-line help is designed to
    be understood by reading the text only (e.g.,
    information presented in pictures and graphics is
    also presented with a description in text).
  • synchronized running audio descriptions for all
    information is presented as an animated graphic
    or movie.

15
For users with hearing impairments
  • the accessibility of software can increase when
  • all auditory information is also provided in a
    visual form.
  • all visual cues are noticeable if one is not
    looking directly at the screen.
  • a ShowSounds feature is supported. (A ShowSounds
    feature allows a user to specify that all sound
    should be accompanied by a visual event,
    including a caption for any spoken text.)
  • In addition, product support people must be
    reachable via text telephones (TTYs).

16
Types of Assistive Technologies
  • Screen readers
  • Screen magnifiers
  • Adaptive keyboards
  • Voice recognition software
  • Single switches

17
Some drivers
  • Direct accessibility
  • Compatible accessibility
  • Alternative modality
  • Equivalent content
  • User choice
  • User rights - legal requirements

18
The guideline sections of the document
  • common accessibility problems of each technology.
  • practices that learning system developers can
    implement to enhance accessibility for all users.
  • practices content creators and/or educators can
    implement to enhance accessibility for all users.
  • resources which provide best practices and
    solutions in use.

19
6 Principles for Online Distributed Learning
  • Allow for Customization Based on User Preference
  • Provide Equivalent Access to Auditory and Visual
    Content Based on User Preference
  • Provide Complete Keyboard Access and
    Compatibility with AT
  • Provide Context and Orientation Information
  • Follow IMS Specifications and Other Relevant
    Specifications, Standards, and/or Guidelines
  • Consider the Use of XML (Extensible Mark-up
    Language)

20
Customisation based on user preferences
  • Some examples of items that should be
    customizable by the users include
  • Changes to the display and characteristics of
    elements, such as
  • font, font style, font color, and font size
  • cursors size, style, and blink rate
  • size of text and images, including video
  • screen layout, colors, and backgrounds
  • Changes to features, such as
  • timing of events
  • keyboard settings

21
Consider using XML because
  • it is a license-free, platform independent W3C
    technology
  • it provides
  • a reliable data structure that any application
    can read and parse. This data can then easily
    transform from one XML schema to another.
  • XML provides a simple way to share data between
    computer systems from multiple companies.
  • XML objects are portable and can be used in many
    different types of applications.
  • XML syntax makes it much easier for
    non-specialists to participate in the design of
    new markup languages, and to mix markup languages
    (see mathML and XHTML as an example).

22
Guidelines for Flexible Media Delivery  
  • Text
  • Audio
  • Images
  • Multimedia

23
Asynchronous Comms Collab. Tools
  • Threaded Message Boards
  • Email Messaging
  • Document Repositories
  • Organizers, Schedulers, and Calendars

24
Accessible Interfaces and Interactive Envs
  • Interface Controls    
  • Navigating the Interface     
  • Forms     
  • Interactive Exercises Drag-and-Drop Exercises,
    Simulations, and Timed Tests     
  • Interactive Tutorials    
  • DVDs, Consumer Electronics, and Handheld Devices

25
Testing and Assessment
  • Testing and Assessment Challenges
  • Principles and Guidelines - General

26
Topic Specific Access  
  • Mathematics
  • The Problem 2x2 4x 3
  • Chunking or Simplified Reading of Mathematical
    Expressions
  • Inaccessible Mathematical Notation
  • Encoding Mathematical Expressions
  • Other Possibilities, Particularly for Localized
    Applications
  • Other Applications and Devices

27
  • ltmrowgt
  • ltmrowgt
  • ltmsupgt ltmigtxlt/MIgt ltmngt2lt/mngt lt/msupgt
    ltmogtlt/MOgt
  • ltmrowgt
  • ltmngt4lt/mngt
  • ltMOgtInvisibleTimeslt/MOgt
  • ltMIgtxlt/MIgt
  • lt/mrowgt
  • ltMOgtlt/MOgt
  • ltmngt4lt/mngt
  • lt/mrowgt
  • ltMOgtlt/MOgt
  • ltmngt0lt/mngt
  • lt/mrowgt

28
  • ltapplygt
  • ltplus/gt
  • ltapplygt
  • ltpower/gt
  • ltcigtxlt/CIgt
  • ltcngt2lt/cngt
  • lt/applygt
  • ltapplygt
  • lttimes/gt
  • ltcngt4lt/cngt
  • ltCIgtxlt/CIgt
  • lt/applygt
  • ltcngt4lt/cngt
  • lt/applygt

29
  • Science            Chemistry            Other
    Devices and Applications
  • Simulations and Immersion
  • Robots and Telepresence

30
Charts, Diagrams, Tables
  • Current Techniques for Making Graphical
    Information Accessible
  • Haptic Perception
  • Haptic Image Sources

31
  • Geography and Maps
  • Music
  • Languages
  • PowerPoint

32
Legislative Imperative
  • US legislation Rehab 508, Telecommunication
    Section 255, and individual educational
    jurisdictions
  • Canadian Human Rights Laws
  • Australian Legislation
  • European Union Laws ...

33
Scope of Original Working Group
  • IMS policy on accessibility
  • Extensions and additions to existing
    specifications
  • Guidelines for Access

34
Extensions / Additions to Existing Specs
  • Metadata
  • Content Packaging
  • Learner Profile (LIP)
  • Testing (QTI)
  • Digital Repository

35
Access and Inclusive Learning
  • Separate content and structure from presentation
    to allow flexibility in presentation
  • Separate function from input method to allow
    flexibility in control
  • Provide information in more than one modality
  • The earlier the better
  • Integration rather than add on
  • Core rather than peripheral
  • The curb cut advantage

36
W3C Guidelines
  • Accessibility related guidelines
  • Techniques
  • Checkpoints
  • Checkpoint techniques
  • QA and Certification
  • - for authors, authoring tools, user agents

37
  • http//www.imsproject.org/
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