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Cohere accessibility ca_sl_oct-22
- 1. The future of THEGAP BETWEEN OPENNESS AND ACCESSIBILITY: THE AU EXPERIENCE WITH OERS Sandra Law, PhD Learning Designer, Centre for Learning Design and Development (CLDD) Carrie Anton Assistive Technologist, Access to Students with Disabilities (ASD) October 24, 2013 Session 2
- 2. Agenda • Students withdisabilities in PSE • Obstacles to accessibility in OERs • Difficulties in locating accessible resources • Designing OERs for accessibility – Resources – Basic principles • Resources for assessing accessibility or OERs • Making a contribution to accessibility of OERs • Questions
- 3. Persons with disabilities… •14% CAN pop, 15+ yrs claims to have disability. UN 10% have disability that affects learning. • > 25% have not graduated from high school vs 13.5% without disabilities • Less likely to have college or university degrees (33% vs 48% complete a bachelor degree) • Have greater expenses (medical, technology, low employment) • Often hit roadblocks that prevent comprehension of educational content due to poor course design and technical incompatibilities
- 4. Making the learning experienceinclusive An inclusive learning experience is one that matches the needs of the individual learner. Some of the needs that can affect learning include: • sensory, motor, cognitive, emotional and social constraints; • individual learning approaches • linguistic or cultural preferences; • technical, financial or environmental constraints.
- 5. Obstacles to accessibilityin OERs • Accessibility is an afterthought • Often seen as constraining creativity • Inflexible, proprietary formats are used • Assumptions about the need (medical model) • Learning object repositories (LORs) may not foster good practice re: accessibility – Inaccessible interfaces – Hard to locate accessible OERs • Inadequate support & resources for content designers (UD training, resources, time)
- 6. Difficulty in locatingaccessible resources • Merlot.org has a summary of the set of resources on its LOR that is accessible in different disciplines http://oeraccess.merlot.org/finding_material s/index.html • OER Commons does not provide accessibility information, interface has Learner Options • Connexion (cnx.org) – The content delivered on their platform is not accessible though original is.
- 7. Designing OERs for accessibility •Use guidelines to inform design process: – WCAG Perceivable, Operable, Understandable, Robust – UDL – multiple means of expression, representation, engagement – AccessForAll – EU interoperability labeling – Institution accessibility policy and BP • Use accessibility tools and features available in software/OS/browser to test (e.g. MS Office, WAVE toolbar, Accessibility Checker) • Use accurate metadata when configuring your material or uploading to an LOR
- 8. Making your contentmore accessible • Flexible styling • Keyboard & mouse control • Audio or text descriptions of non-text information • Text captions for audio that are indexed and searchable • Navigation Aids (headings, TOC, skipping links) • Open formats Accessible Digital Office Document (ADOD) Project • Avoid sensory cues (colour, sound, shape cues) • Label resources appropriately to match user needs. • Allow creation of variations by the OER community
- 9. Improving accessibility ofOERs • Accessibility reviews of open textbooks (e.g. collegeopentextbooks.org) • Accessible online libraries (bookshare.org) • Accessibility information for resources posted in some repositories (e.g. Merlot) • Open Courseware Consortium ToolKit
- 10. Exercise • What couldimprove this resource” Primate Communication • What does this OER do right?MIT OCW Physics I: Classical Mechanics
- 11.
- 12. Contact Us • SandraLaw, Learning Designer Email: slaw@athabascau.ca • Carrie Anton, Assistive Technologist Email: carriea@athabascau.ca
- 13. References • 3PlayMedia (2013).2014 Roadmap to web accessibility in higher education. 22p. Available from http://www.3playmedia.com. • Gruszcynska, A. (2011). Accessibility issues in the context of UK Open Educational Resources Programme. 15p. • Hocking, C., Brett, P. & Terentjevs, M. (2012). Making a difference – inclusive learning and teaching in higher education through open educational resources. Distance Education, 33(2), 237-252.
- 14. References (con’d) • Raue,K. & Lewis, L. (2011). Students with disabilities at degree-granting postsecondary institutions. (NCES 2011- 018). Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office. • Open Educational Quality Initiative (OPAL) (2011). Beyond OER: Shifting focus to open educational practices. The OPAL Report 2011.
- 15. References (con’d) • Scanlon,E. (2011). Open science: trends in the development of science learning. Open Learning, 26(2), 97-112. • Standing Senate Committee on Social Affairs, Science and Technology. (December, 2011). Opening the Door: Reducing Barriers to Post-Secondary Education in Canada. 130p. • Willems, J. & Bossu, C. (2012). Equity considerations for open educational resources in the glocalization of education. Distance Education, 33(2), 185-199.
- 16. Tools • WAVE (wave.webaim.org) •AChecker.ca – urls, upload html • Color Checkers (Color Filter, Vischeck, Accessibility Color Wheel, Colour Contrast) • The Accessible Digital Office Document (ADOD) Project • OER Resources – Floe Inclusive Learning Design Handbook – Open Educational Resources InfoKit
Editor's Notes
- #3 SL Video/audio: only a very small minority (1%) were accompanied by a transcript. From Designing OER with Diversity in Mind” presentation; PowerPoint presentations used small font, were overloaded with text, used relatively small font. Fail to use unique titles for slides, most did not use alt descriptions for images and charts. Majority of resources failed to use “True styles” to apply headings and formatting correctly
- #4 CA
- #5 CA
- #6 SL CA Difficulty locating accessible OERs - What about making your contribution to OERs Inadequate support and resources available to content designers -Guidelines that are too confusing or complex to apply Inaccessible interface OERCommons is pretty good you can personalize the display to suit own needs by changing bg and text colour, font size, line spacing, links (prominence of), navigation (show TOC) but can’t skip to content. Need to press space bar to select an radio button. No skip to content link that I can see. Merlot accessible OER section http://oeraccess.merlot.org/finding_materials/index.html
- #7 SL Problems with accessibility information in Merlot. The submitter just links to the accessibility policy or statement of the submitting organization. However in many cases these documents are not available – receive 404 error. And the policy of the organization does not tell you about the actual learning object.
- #8 CA SL
- #9 CA SL Separate presentation from content (transform resource, augment, replace) Flexible styling - spacing, colour, font, size, linearize (CSS) Audio or text descriptions of non-text information presented in videos, graphics or images Text captions of information in audio. Text captions are index-able and searchable Avoid relying on sensory cues (colour, sound, shape) Semantic mark up (navigation, styles, headings, TOC, skip links) Keyboard function as well as mouse cotnrol Open formats that can be repurposed and exchanged. The Accessible Digital Office Document (ADOD) Project Variations by the OER community Label resources appropriately to match anticipated user needs 1 Navigation - make navigation consistent, simple and accurate - this includes meaningful headings, skip to content links, reduce multiple pages opening, dynamic menus that function for keyboard users too. 2 Naming practices - avoid "click here" or similar vague text. Just make the item a link with meaningful text, reduce duplication 3 Don't rely on sensory cues to convey information - the ability to perceive colour, shape, or sound should not be the sole method used to convey information or participate 4 Choose fonts that are san serif and at relative, compared to absolute values. Minimum 11 point 5 Alternatives for non-text items - meaningful and relevant alt text or long descriptions for images, transcripts and captions for multimedia content 6 organization - use plain language, chunking of information and bulleted or numbered lists as appropriate 7 100% keyboard functionality - allows users to take advantage of built in navigation elements that help them get to the desired area quickly, then to function and interact with the item. 8 Getting Help - users should find it easy to find help, compatibility statements and if accommodations are required the appropriate information is readily available 9 Accessible Documents - if providing documents to students, provide ones with accessible features such as navigation and organization via use of styles, alt text for images, narration or captions/transcripts for multimedia. This includes PowerPoint, Word, Excel and PDF documents. At minimum the document should be searchable for any word in that document. And a transcript for any multimedia embedded. 10 Choose LMS/CMS wisely in an informed manner - many have accessibility features built in. These features ensure maximum independent use by those who are intended to use the application. Be informed.
- #10 SL
- #11 SL Keyboard control with YouTube video, Subtitles and transcripts, lecture notes, http://www.oercommons.org/courses/calculus-grapher (interactive)
- #12 SL
- #14 SL
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- #17 CA SL