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Building on LRMI—Accessibility Metadata


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Chuck Myers' presentation from the LRMI Workshop on June 5 at the Sphinx Club in Washington, DC.

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Building on LRMI—Accessibility Metadata

  1. 1. Building on LRMI—AccessibilityMetadataLRMI Workshop @ Content in Context
  2. 2. Page 2You know LRMI by now
  3. 3. Page 3Now Meet Accessibility MetadataGoorulearning,OERCommonsAccessibility MetadataAccess For All(ISO 24751)
  4. 4. Page 4Accessibility MetadataAccessibility Metadata for based on IMS GlobalAccess for All - http://a11ymetadata.orgDiscover Learning Resources:●  Based on disability needs and learner preferences●  Compatible with AT, WCAG guidelines●  Leverage MathML, tactile graphics and image descriptions●  Have closed-captioned video
  5. 5. June 5, 2013Weaving  the  Seman-c  Web  with  Graphite  
  6. 6. What  We  Do  • RateThe  largest,  most  trusted  library  of  age-­‐appropriate  media  ra-ngs  and  reviews,  covering  nearly  all  kids  and  family  media.    • EducateAdvice  and  issue  educa-on  for  parents,  educators,  and  policymakers,  ranging  from  digital  ci-zenship  to  limi-ng  violence  and  commercialism.  The  Common  Sense  K-­‐12  Digital  Literacy  and  Ci-zenship  curriculum  has  been  implemented  in  more  than  50,000  schools  across  the  globe.  Closing  in  on  100K  registered  educators.  • AdvocateAn  authorita-ve  and  respected  nonpar-san  voice  to  policymakers,  the  industry,  legislators,  and  thought  leaders  –  supported  by  a  unique  grassroots  movement  from  concerned  ci-zens.  • InvestigateReliable, independent data on childrens use of media and technology and theimpact it has on their physical, emotional, social, and intellectual development.
  7. 7. •  19,000 reviews acrossall media types•  Key rating elements:o  Age-appropriatenesso  Detailed “nutritionallabeling” of parentalpain pointso  Learning potential fordigital contento  Over 25 major mediadistribution partnersCommon  Sense  Media:  Ra-ngs  and  Reviews  
  8. 8. New  “Learning  Ra-ngs”  uncover  the  learning  poten-al  of  games,  apps  and  websites  •  Explosion  of  digital  media  has  resulted  in  a  confusing  landscape  for  parents  •  Parents  want  kids  to  consume  media  that  is  “good  for  them”  •  Educa-onal  experts  helped  us  develop  unique  ra-ng  system  •  Covers  core  academic  content  +  deeper  learning  skills  and  other  social  and  emo-onal  (21st  century)  skills  •  Learning  Awards  
  9. 9. Page 5How Do Students with Print Disabilities Learn?
  10. 10. Page 6Accessible Libraries are Essential
  11. 11. Page 77But Limited…Bookshare, for exampleBookshare® is an online library of accessible textbooksand books for readers with print disabilities (e.g., blind,dyslexic, quadriplegic)–  Over 250,000 members–  Over 10,000 schools and other organizations–  Over 195,000 titles–  Over 200 publishers relationships with over 50%providing EPUB digital files•  Rest of titles are sourced from the NIMAC orscanned by volunteers and contractors
  12. 12. Page 8But…●  It’s not just about Bookshare, Louis or other accessiblecontent libraries●  The tools to create content, even accessible content, arein everyone’s hands●  With books, activities, video, and adaptations everywhere,what are the challenges?
  13. 13. Page 9What Makes Learning Resources Accessible?StructureNavigationSectionsTextReflowableStyle/ContentFormattingAT friendlyTables & ListsHeadersOrderingMathMathMLDescriptionImagesLongdescDIAGRAM Content ModelVideoTrack: subtitles,description, etc.
  14. 14. Page 10Preparing for a World Beyond BookshareLearning Resources are no longer just textbooks
  15. 15. Page 11Accessibility in Web Search Today●  Have three screen captures of Kahn academy search (andcheck out the one example that DID hit)
  16. 16. Page 12Accessibility in Web Search Today●  Have three screen captures of Kahn academy search (andcheck out the one example that DID hit)
  17. 17. Page 13Accessibility in Web Search Today●  Have three screen captures of Kahn academy search (andcheck out the one example that DID hit)
  18. 18. Page 14InBloom’s LRMI Search
  19. 19. Page 15OER Common Advanced Search
  20. 20. typicalAgeRange  computed    mediaType?  not  clear  ra-ngValue  and/or  aggregateRa-ng?  name  image  url  about?  Does  this  remain  untagged?  userComments?  Review?    price  headline?  keywords?  about?  descrip-on?  auto  url  dateCreated  educa-onalFramework  CCSS  and  itemReviewed  about?  
  21. 21.  targetURL  h]p://  alignmentType  teaches  targetName  Algebra.CCRA.6.EE  targetdescrip-on  
  22. 22. Fields  We  Do  Not  Have  publisher  author  (of  review  w/  Google+)  useRightsURL  status?    inLanguage  English  auto?    interac-vityType  “mixed”  default?  Or  “ac-ve”  be]er?    -meRequired  skip  for  now?    isBasedonURL  do  not  have    educa-onalUse  group  work,  assignment,  lesson  plan,  assessment,  field  trip    learningResourceType  Instruc-onal  Material,  presenta-on,  handout,  syllabus    intendedEndUser  Student,  teacher,  administrator?    isFamilyFriendly  don’t  have,  automate  if  relevant?  Does  this  highly  structure    data  remain  untagged?  Does  this  remain  untagged?  Do  we  tag  User  Reviews?  LRMI  Field  Name  Other  Field  No  tag?  Legend  reviewBody  
  23. 23. Page 16Accessibility Metadata: The Properties• auditory,  textual,  visual,  colorDependent.  Etc.  Access  Mode  • alterna9veText,  MathML,  ChemML,  cap9on,  transcript,  audioDescrip9on,  etc.  Media  Feature  • hasAdapta9on,  isAdapata9onOf  Resource  Links  • flashing,  mo9onSimula9on,  sound  Access  Hazard  • displayTransformability,  AccessAPI,  controlFlexibility,  etc.  Others  
  24. 24. Page 17A Tale of Two Students
  25. 25. Page 18Accessibility Metadata Status●  Accessibility Metadata in first draft (April 15, 2013), atW3C and––  Building out first datasets (Bookshare, Kahn, Goorulearning,OERCommons, Amara)–  Best practices guide and other guidance on website
  26. 26. Page 19What Can You Do?●  Use It: Tag your content with accessibility metadata tags(OER Commons and Goorulearning will be indexing soon)●  Learn: Find resources at–  Properties, best practices, cookbooks–  Upcoming events, news●  Get Support: Get questions answered in the discussiongroup or W3C vocabularies list●  Comment: Show interest and support on W3C mail list●  Contact me:●  Spread the word: website, blog, Twitter #a11ymetadata
  27. 27. Tagging  Approach  and  Issues    Move  slowly:  Do  easy  stuff  first,  learn  from  consumer  site,  watch.  How  Much  to  Expose?  How  will  search  developments  alter  Graphite  in  2014-­‐15?  Granularity:  Graphite  on  the  product/  collec-on  level;  how  to  best  present/tag  at  the  resource  level?  Field  Notes  (UGC):  See  how  editorial  reviews  play,  then  tag  user  reviews  as  needed.  Drupal  module:  Can  we  contribute  to  LRMI  incorpora-on  in  Microdata  module/field  forma]ers?    
  28. 28. Product   Editorial  (Ed)  Engineering   Marke-ng  (Ed)  -­‐  Map  &  add  fields  -­‐  Automate  easy  pairs  -­‐  Determine  edge  cases  for  review  -­‐  Approve  and  align  terms  -­‐  Enter  content  -­‐  Final  say  over  edge  cases  -­‐  Add  field  forma]ers  -­‐  Computed  values  -­‐  QA  -­‐  Input  on  relevant  terms  and  rich  snippet  content  -­‐  Share  analy-cs  and  traffic  impacts  Tagging  Process  
  29. 29. For  Further  Informa-on  email  for  sign-­‐up;  Register  on  as  an  Educator  to  use  aker  beta  launch  at  ISTE