A Challenge to Web Accessibility Metrics and Guidelines: Putting People and Processes First
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Paper given at W4A 2012 conference (www.w4a.info), discussing the potential influence of British Standard 8878 and the use of learner analytics to support accessibility policy and activity in large ...

Paper given at W4A 2012 conference (www.w4a.info), discussing the potential influence of British Standard 8878 and the use of learner analytics to support accessibility policy and activity in large organisations.

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A Challenge to Web Accessibility Metrics and Guidelines: Putting People and Processes First Presentation Transcript

  • 1. A Challenge to Web Accessibility Metrics and Guidelines: Putting People and Processes First Martyn Cooper @MartynCooper David Sloan @sloandr Brian Kelly @briankelly Credit: Flickr user emmar Sarah Lewthwaite @slewth Credit: Flickr user daveybot http://goo.gl/Fmeyuhttp://www.flickr.com/photos/purecaffeine/5399530443/ W4A 2012, Lyon, France Monday 16 April 2012
  • 2. Outline• Progressing our past work exploring how web accessibility strategy can be effectively applied in complex organisations• BS8878 as a tool to support organisational accessibility strategy• Case study: using Learner Analytics as an opportunity to identify issues with disabled learner experience W4A 2012: Cooper, Sloan, Kelly, Lewthwaite 2
  • 3. 1 CONTEXT W4A 2012: Cooper, Sloan, Kelly, Lewthwaite 3
  • 4. Technical accessibility and user experience• HCI research increasingly focusing on user experience – Beyond testing…beyond task completion• Accessibility guidelines tend to focus on testing of technical artefacts – Questions of relationship between conformance and disabled people’s user experience – Emergence of social web accessibility reporting and repair tools (e.g. Fix the Web, Access Grade) W4A 2012: Cooper, Sloan, Kelly, Lewthwaite 4
  • 5. Supporting organisations optimise online experience for disabled people• If organisational policy focuses exclusively on technical guideline conformance, is there a risk accessibility efforts can be mis-focused? – Particularly when resource constraints limit what can be practically achieved• How can policy address non-technical components of accessibility? – Where the Web is one way to help deliver experiences and support goal achievement W4A 2012: Cooper, Sloan, Kelly, Lewthwaite 5
  • 6. 2 BS 8878 W4A 2012: Cooper, Sloan, Kelly, Lewthwaite 6
  • 7. BS 8878• Published by British Standards Institute in Dec 2010• Aimed at managers rather than developers/authors• Standardises the process of commissioning and implementing optimally accessible web sites• Gives advice on how to apply technical guidelines in accessibility strategy• 16 step process, including steps to:– Define goals, tasks, and UX– Consider balance of inclusive design and personalisation– Assure accessibility post-launch W4A 2012: Cooper, Sloan, Kelly, Lewthwaite 7
  • 8. Impact of BS8878• Uptake and impact unclear yet - case studies being gathered by Jonathan Hassell, the standard’s lead author: http://goo.gl/K3Tza• Guidance for organisations to think more holistically – and pragmatically - about applying Web accessibility policy – Support for managing the political, social and other complex factors that will be encountered• Transferability – could it work under different legal jurisdictions? W4A 2012: Cooper, Sloan, Kelly, Lewthwaite 8
  • 9. 3 (LEARNER) ANALYTICS ANDACCESSIBILITY W4A 2012: Cooper, Sloan, Kelly, Lewthwaite 9
  • 10. Analytics and accessibility• Taking advantage of user activity data gathered automatically by organisations to strategically focus accessibility efforts• A way of using data to support a BS8878 approach to organisational web accessibility policy and practice W4A 2012: Cooper, Sloan, Kelly, Lewthwaite 10
  • 11. Analytics in e-learningAnalytics in education focuses on:•Technical – extracting value from large datasets•Political/economic – improving learning opportunitiesand results•Educational – optimising the learning and teachingexperience (Ferguson, 2012: http://goo.gl/UV6F2) W4A 2012: Cooper, Sloan, Kelly, Lewthwaite 11
  • 12. Learner analytics“... the measurement, collection, analysis and reportingof data about learners and their contexts, for purposesof understanding and optimising learning and theenvironments in which it occurs” (1st international conference on Learner Analytics & Knowledge) W4A 2012: Cooper, Sloan, Kelly, Lewthwaite 12
  • 13. Using organisational data to understand more about accessibility• Open University engaged in distance learning delivery – > 200,000 students; > 12,000 with declared disability – Substantial activity through e-learning platforms and tools – large dataset• Data: learner profiles, attainment, VLE activity• Opportunity to assess currently available data and establish how to identify current areas of concern for disabled learners – e.g. identifying dropout points – Prioritise area of focus for accessibility evaluation and repair W4A 2012: Cooper, Sloan, Kelly, Lewthwaite 13
  • 14. Next steps• Open University Learner Analytics Project – Establishing what sort of data is useful for accessibility analytics• Comparative studies – With other Higher Ed organisations? – With organisations in other sectors?• Link with learner and resource profiling: – Revision of ISO 24751 well underway W4A 2012: Cooper, Sloan, Kelly, Lewthwaite 14
  • 15. Continue the discussion• Martyn’s blog post: http://goo.gl/KBlXk• Brian’s thoughts: – Blog post: http://goo.gl/Xwh3T – Youtube video: http://goo.gl/yUTAk – and on publicising our work: http://goo.gl/5uclB• Sarah’s blog post: http://goo.gl/08QaQ• Dave’s blog: http://58sound.com W4A 2012: Cooper, Sloan, Kelly, Lewthwaite 15