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© BBC 2006, 13/6/06 Accessibility Workshop FAQ Masterclasses Jonathan Hassell BBC jam Accessibility Editor

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What ’ s in the FAQ? <ul><ul><li>alternative versions </li></ul></ul><ul><ul><li>tabbing & switches </li></ul></ul><ul><ul><li>keyboard shortcuts </li></ul></ul><ul><ul><li>drag & drop => click & stick </li></ul></ul><ul><ul><li>designing for text resizing </li></ul></ul><ul><ul><li>screenreader vs SpeakText choice </li></ul></ul><ul><ul><li>auditory feedback, soundtracks, earcons </li></ul></ul><ul><ul><li>audio description </li></ul></ul><ul><ul><li>captioning </li></ul></ul><ul><ul><li>support for cognitively impaired learners </li></ul></ul>© BBC 2006, 13/6/06

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That accessibility map… <ul><ul><li>Many proposals now have a general statement for how accessibility is handled by that company </li></ul></ul><ul><ul><li>We would like to see you going beyond that to including: </li></ul></ul><ul><ul><ul><li>High level - how the subject can be made accessible via the resource </li></ul></ul></ul><ul><ul><ul><li>How the exact approach/gameplay styles in the proposal are going to be made accessible </li></ul></ul></ul>© BBC 2006, 13/6/06

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How to handle tabbing & switches <ul><ul><li>Who this is for... </li></ul></ul><ul><ul><ul><li>Motor-impaired children </li></ul></ul></ul><ul><ul><ul><li>Blind children </li></ul></ul></ul><ul><ul><li>You ’ ll hear more in the SLD Field Studies presentation about switch setups </li></ul></ul><ul><ul><li>For now, think of a tab + enter (2 switch) system </li></ul></ul><ul><ul><li>Two major different interaction types in your production: </li></ul></ul><ul><ul><ul><li>Navigation (simple, structured/hierachical, intelligent) </li></ul></ul></ul><ul><ul><ul><li>Gameplay </li></ul></ul></ul>© BBC 2006, 13/6/06

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How to handle tabbing & switches <ul><ul><li>Tabbed navigation around the elements of a page </li></ul></ul><ul><ul><ul><li>Non-structured… </li></ul></ul></ul><ul><ul><ul><ul><li>tab around every single control on the page (yawn!) </li></ul></ul></ul></ul><ul><ul><ul><li>Structured/hierarchical… </li></ul></ul></ul><ul><ul><ul><ul><li>group your controls to allow the learner to get to the one they want more quickly </li></ul></ul></ul></ul><ul><ul><ul><ul><li>also helps reinforce the design of your interface </li></ul></ul></ul></ul><ul><ul><ul><li>Structured/hierarchical + intelligence </li></ul></ul></ul><ul><ul><ul><li>Some inspiration from UA-chess… </li></ul></ul></ul>© BBC 2006, 13/6/06

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How to handle tabbing & switches <ul><ul><li>Controls for games - mapping the controls to two or one-switch: </li></ul></ul><ul><ul><ul><li>How to do it… </li></ul></ul></ul><ul><ul><ul><ul><li>by looking at what you can get the computer to control (e.g. auto-fire) </li></ul></ul></ul></ul><ul><ul><ul><ul><li>and what control(s) is best to keep in the user ’ s control </li></ul></ul></ul></ul><ul><ul><ul><li>Some inspiration from UA-Invaders… </li></ul></ul></ul>© BBC 2006, 13/6/06

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How to handle tabbing & switches <ul><ul><li>Speed vs. complexity - make sure you understand the extra cognitive load that different switching techniques can incur… </li></ul></ul><ul><ul><li>And that it ’ s usable and fun, as well as accessible (how many clicks to something…) </li></ul></ul><ul><ul><ul><li>you can do anything with a single switch, even type </li></ul></ul></ul><ul><ul><ul><li>but would you want to? </li></ul></ul></ul><ul><ul><li>Want more inspiration? </li></ul></ul><ul><ul><ul><li>Try out: </li></ul></ul></ul><ul><ul><ul><ul><li>Retro-Remakes - http://www.oneswitch.org.uk/2/switch-downloads.htm </li></ul></ul></ul></ul><ul><ul><ul><ul><li>UA Games - http://www.ics.forth.gr/hci/ua-games/games.html </li></ul></ul></ul></ul>© BBC 2006, 13/6/06

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Keyboard shortcuts <ul><ul><li>Are just a way of jumping to one of the controls on the screen, or another screen without having to tab there… </li></ul></ul><ul><ul><ul><li>Useful for blind children, and any others who will bother to learn their assignments </li></ul></ul></ul><ul><ul><li>We are suggesting that you stick to: </li></ul></ul><ul><ul><ul><li>primary: just numeric keys </li></ul></ul></ul><ul><ul><ul><li>secondary: alt+numeric keys (like HTML access keys) </li></ul></ul></ul>© BBC 2006, 13/6/06

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How to do sounds for blind children <ul><ul><li>Check the age – screenreader or not… </li></ul></ul><ul><ul><ul><li>Is the child likely to have, and be able to use, a screenreader? </li></ul></ul></ul><ul><ul><li>If screenreader, contact us </li></ul></ul><ul><ul><ul><li>It ’ s not as easy as Macromedia would have you believe </li></ul></ul></ul><ul><ul><ul><li>Especially as they are anticipating use of Flash for website-navigation, not games… </li></ul></ul></ul><ul><ul><ul><li>Focus issues are the hardest… </li></ul></ul></ul>© BBC 2006, 13/6/06

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How to do sounds for blind children <ul><ul><li>If not screenreader, how to use SpeakText well </li></ul></ul><ul><ul><ul><li>All about building up a mental model of how to use the resource in the learner ’ s mind (what it ’ s about, rather than what the screen looks like…) </li></ul></ul></ul><ul><ul><ul><li>You need to be very conscious of which of your visuals carry important learning information and which are purely there to look good </li></ul></ul></ul><ul><ul><ul><ul><li>An example: </li></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>in a German resource set in a supermarket, the background graphic of the supermarket isn ’ t just filler, it gives off many clues for how Germany is different from England </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>So provde some equivalent cues on the soundtrack to allow blind children to pick up these cultural differences aurally… </li></ul></ul></ul></ul></ul><ul><ul><ul><li>How to check – close your eyes, can you use it? </li></ul></ul></ul>© BBC 2006, 13/6/06

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How to do sounds for blind children <ul><ul><li>If not screenreader, how to use SpeakText well </li></ul></ul><ul><ul><ul><li>For simple navigation </li></ul></ul></ul><ul><ul><ul><ul><li>“ Where am I? ” Screen-Intro speaktext </li></ul></ul></ul></ul><ul><ul><ul><ul><li>“ What can I do? ” Options (button/control) speaktext </li></ul></ul></ul></ul><ul><ul><ul><ul><li>“ What did I just do? ” Audio feedback </li></ul></ul></ul></ul><ul><ul><ul><li>For video </li></ul></ul></ul><ul><ul><ul><ul><li>“ I can ’ t hear anything, has it stopped? ” audio description </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Contact Sue… </li></ul></ul></ul></ul><ul><ul><ul><li>For gameplay </li></ul></ul></ul><ul><ul><ul><ul><li>Pre the game: “ What can I do? ” – let me know the controls </li></ul></ul></ul></ul><ul><ul><ul><ul><li>“ what ’ s going on? (continuously) ” – welcome to soundscapes… </li></ul></ul></ul></ul><ul><ul><ul><ul><li>“ what did I just do? (continuously) ” – link back with the soundscapes </li></ul></ul></ul></ul>© BBC 2006, 13/6/06

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How to do sounds for blind children <ul><ul><li>Soundscape demo </li></ul></ul><ul><ul><ul><li>For inspiration (and your ears only)… </li></ul></ul></ul>© BBC 2006, 13/6/06

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Reinforcing designing for screen magnifier users… <ul><ul><li>Think of things this way… </li></ul></ul><ul><ul><ul><li>You can only see a quarter of the screen at a time, and can scroll to the rest </li></ul></ul></ul><ul><ul><li>So what you need to do… </li></ul></ul><ul><ul><ul><li>Try and localise information to the area of the screen it relates to (cf. Meelyo) </li></ul></ul></ul><ul><ul><ul><li>Make sure that anything which happens away from the learner ’ s gaze, under computer control, draws attention to itself audibly as well as visibly (e.g. mobile phone comms device ringing…) </li></ul></ul></ul>© BBC 2006, 13/6/06

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Beyond subtitles to full captioning <ul><ul><li>Subtitles = text support for audio in videos </li></ul></ul><ul><ul><li>Captions = text support for any audio in a multimedia resource; which includes: </li></ul></ul><ul><ul><ul><li>Text support for alarm/alert noises </li></ul></ul></ul><ul><ul><ul><li>e.g. Half-Life 2 </li></ul></ul></ul><ul><ul><li>We don ’ t need to do full captioning, but must visualise all meaningful audio </li></ul></ul>© BBC 2006, 13/6/06

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e: jonathan@hassellinclusion.com t: @jonhassell w: www.hassellinclusion.com Contact me