IMS Global Project Accessibility White Paper Liddy Nevile

IMS Global Project Accessibility White Paper Liddy Nevile liddy@motile. net Liddy Nevile - OZe. WAI - 20021129

Summary • • IMS Global Project Participants White Paper Future Activities Liddy Nevile - OZe. WAI - 20021129

IMS Global Project • C. E. O Ed Walker • IMS Global Learning Consortium, Inc. • http: //www. imsglobal. org/ Liddy Nevile - OZe. WAI - 20021129

IMS Specifications Basic Data Exchange Learning Functions • • • Meta-data Content Packaging Assessment Learner Information Enterprise Exchange Liddy Nevile - OZe. WAI - 20021129 Sequencing Learning Design Repositories Competencies Accessibility

IMS participants include. . . • • • SCORM OKI/MIT OCLC SIF IEEE/LTSC ALIC USOe. C CANCORE MERLOT Liddy Nevile - OZe. WAI - 20021129 • • • ADL Co-Lab Industry Canada JISC/BECTA/UFI DEST/IMS Australia NIE Singapore H. E. Institutions

IMS Adoption • • SCORM, e. University, OCW CANCORE, MERLOT, NCAM Giunti, Fretwell-Downing, Thomson Microsoft, Oracle, Cisco, Sun Saba, Net. G, Centra, Can Studios, Question-Mark, … Blackboard, Web. CT, … SCT, Eduprise, People. Soft Liddy Nevile - OZe. WAI - 20021129 Ed Walker slides - IMS CEO

IMS Australia • DEST • Acting Director • http: //. . . Liddy Nevile - OZe. WAI - 20021129

Accessibility Working Group • • IMS staff NCAM ATRC e. University IMS Australia Black. Board Open University Liddy Nevile - OZe. WAI - 20021129 • • • Web. CT Adobe Microsoft Apple. . .

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 Liddy Nevile - OZe. WAI - 20021129

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 Liddy Nevile - OZe. WAI - 20021129

Users of screen readers • There 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 Liddy Nevile - OZe. WAI - 20021129

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. · usingle 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. Liddy Nevile - OZe. WAI - 20021129

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. Liddy Nevile - OZe. WAI - 20021129

• 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. Liddy Nevile - OZe. WAI - 20021129

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 Show. Sounds feature is supported. (A Show. Sounds 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). Liddy Nevile - OZe. WAI - 20021129

Types of Assistive Technologies • • • Screen readers Screen magnifiers Adaptive keyboards Voice recognition software Single switches Liddy Nevile - OZe. WAI - 20021129

Some drivers • • • Direct accessibility Compatible accessibility Alternative modality Equivalent content User choice User rights - legal requirements Liddy Nevile - OZe. WAI - 20021129

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. Liddy Nevile - OZe. WAI - 20021129

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) Liddy Nevile - OZe. WAI - 20021129

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 Liddy Nevile - OZe. WAI - 20021129

Consider using XML because – it is a license-free, platform independent W 3 C 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 nonspecialists to participate in the design of new markup languages, and to mix markup languages (see math. ML and XHTML as an example). Liddy Nevile - OZe. WAI - 20021129

Guidelines for Flexible Media Delivery • • Text Audio Images Multimedia Liddy Nevile - OZe. WAI - 20021129

Asynchronous Comms & Collab. Tools • • Threaded Message Boards Email Messaging Document Repositories Organizers, Schedulers, and Calendars Liddy Nevile - OZe. WAI - 20021129

Accessible Interfaces and Interactive Env’s • • Interface Controls Navigating the Interface Forms Interactive Exercises: Drag-and-Drop Exercises, Simulations, and Timed Tests • Interactive Tutorials • DVDs, Consumer Electronics, and Handheld Devices Liddy Nevile - OZe. WAI - 20021129

Testing and Assessment • Testing and Assessment Challenges • Principles and Guidelines - General Liddy Nevile - OZe. WAI - 20021129

Topic Specific Access • Mathematics – The Problem 2 x 2 + 4 x + 3 – Chunking or Simplified Reading of Mathematical Expressions – Inaccessible Mathematical Notation – Encoding Mathematical Expressions – Other Possibilities, Particularly for Localized Applications – Other Applications and Devices Liddy Nevile - OZe. WAI - 20021129

• <mrow> • <msup> <mi>x</MI> <mn>2</mn> </msup> <mo>+</MO> • <mrow> • <mn>4</mn> • <MO>&Invisible. Times; </MO> • <MI>x</MI> • </mrow> • <MO>+</MO> • <mn>4</mn> • </mrow> • <MO>=</MO> • <mn>0</mn> • </mrow> Liddy Nevile - OZe. WAI - 20021129

• • • • <apply> <plus/> <apply> <power/> <ci>x</CI> <cn>2</cn> </apply> <times/> <cn>4</cn> <CI>x</CI> </apply> <cn>4</cn> </apply> Liddy Nevile - OZe. WAI - 20021129

• Science Chemistry Other Devices and Applications • Simulations and Immersion • Robots and Telepresence Liddy Nevile - OZe. WAI - 20021129

Charts, Diagrams, Tables • Current Techniques for Making Graphical Information Accessible • Haptic Perception • Haptic Image Sources Liddy Nevile - OZe. WAI - 20021129

• • Geography and Maps Music Languages Power. Point Liddy Nevile - OZe. WAI - 20021129

Legislative Imperative • US legislation: Rehab 508, Telecommunication Section 255, and individual educational jurisdictions • Canadian Human Rights Laws • Australian Legislation • European Union Laws …. . . Liddy Nevile - OZe. WAI - 20021129

Scope of Original Working Group • IMS policy on accessibility • Extensions and additions to existing specifications • Guidelines for Access Liddy Nevile - OZe. WAI - 20021129

Extensions / Additions to Existing Specs • • • Metadata Content Packaging Learner Profile (LIP) Testing (QTI) Digital Repository Liddy Nevile - OZe. WAI - 20021129

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 Liddy Nevile - OZe. WAI - 20021129

W 3 C Guidelines • Accessibility related guidelines • Techniques • Checkpoint techniques • QA and Certification - for authors, authoring tools, user agents Liddy Nevile - OZe. WAI - 20021129

http: //www. imsproject. org/ Liddy Nevile - OZe. WAI - 20021129