This document provides an overview of accessibility and user-centered design. It discusses putting the user at the center of the design process to create accessible technologies. User-centered design is highlighted as an iterative process that uncovers problems early. Guidelines for accessibility like WCAG are also summarized, which include principles like content being perceivable, operable, understandable and robust. Assistive technologies that can be used to test accessibility are briefly described.
Contextual Web Accessibility - Maximizing the Benefit of Accessibility Guidel...lisbk
Slides related to a peer-reviewed paper on "Contextual Web Accessibility - Maximizing the Benefit of Accessibility Guidelines" presented by Brian Kelly, UKOLN at the W4A 2006 workshop held in Edinburgh on 23 May 2006.
See http://www.ukoln.ac.uk/web-focus/events/conferences/w4a-2006/
Web accessibility is not primarily about conformance with standardslisbk
Slides for a talk on "Web accessibility is not primarily about conformance with standards" given by Brian Kelly, Innovation Advocate at Cetis, University of Bolton at the IDRAC 2014 conference held in Second Life on 3-4 October 2014.
See http://ukwebfocus.wordpress.com/events/web-accessibility-is-not-primarily-about-conformance-with-web-accessibility-standards/
The Future for Educational Resource Repositories in a Web 2.0 Worldlisbk
Slides for a talk on "The Future for Educational Resource Repositories in a Web 2.0 World" given by Brian Kelly, UKOLN at an Edspaces workshop held at the University of Southampton on 4 November 2009.
See http://www.ukoln.ac.uk/web-focus/events/workshops/edspace-2009/
This document summarizes the top 10 web-based educational technologies as of October 2008. It provides a brief description of each technology, including wikis, mind mapping tools, social networking sites, and virtual worlds. The number one technology is Sloodle, an open source project that integrates virtual worlds like Second Life with learning management systems like Moodle. The document advocates for educators to adopt tools that promote interactivity, collaboration, and social constructivist learning online.
This document discusses web accessibility and the challenges of implementing accessibility standards. It summarizes key aspects of web accessibility including:
- Laws requiring public websites to comply with accessibility standards
- The WCAG 2.0 guidelines which define principles, guidelines, and success criteria for accessible websites
- Tools like WAI-ARIA that add attributes to make websites accessible to assistive technologies
- A study that measured developers' awareness and use of accessibility standards, finding only partial compliance and awareness
- Challenges to wider adoption including lack of awareness, unclear responsibilities, and perceptions that standards are too time-consuming
Web Accessibility: changes and developments over 10 years from a UK perspectiveDavid Sloan
The document summarizes the development of web accessibility over the past 10 years from a UK perspective in 4 stages:
1) Early days focused on guidelines to make the web accessible to disabled users.
2) Accessibility became part of web standards and was embraced by developers. Research showed guidelines were not enough.
3) Surveys found many sites still not conformant with guidelines, but some disabled users could use sites successfully. A holistic approach was needed.
4) Web 2.0 introduced new challenges. A practical view recognizes value of multiple formats. Tools now support inclusive authoring. Maintaining accessibility remains an ongoing challenge.
Slides from a talk by Brian Kelly, UKOLN on "What Does Openness Mean to the Web Manager?" given at the Institutional Web Management Workshop 2006 (IWMW 2006) on 15 June 2006.
See http://www.ukoln.ac.uk/web-focus/events/workshops/webmaster-2006/talks/metcalfe/
This document provides an overview of accessibility and user-centered design. It discusses putting the user at the center of the design process to create accessible technologies. User-centered design is highlighted as an iterative process that uncovers problems early. Guidelines for accessibility like WCAG are also summarized, which include principles like content being perceivable, operable, understandable and robust. Assistive technologies that can be used to test accessibility are briefly described.
Contextual Web Accessibility - Maximizing the Benefit of Accessibility Guidel...lisbk
Slides related to a peer-reviewed paper on "Contextual Web Accessibility - Maximizing the Benefit of Accessibility Guidelines" presented by Brian Kelly, UKOLN at the W4A 2006 workshop held in Edinburgh on 23 May 2006.
See http://www.ukoln.ac.uk/web-focus/events/conferences/w4a-2006/
Web accessibility is not primarily about conformance with standardslisbk
Slides for a talk on "Web accessibility is not primarily about conformance with standards" given by Brian Kelly, Innovation Advocate at Cetis, University of Bolton at the IDRAC 2014 conference held in Second Life on 3-4 October 2014.
See http://ukwebfocus.wordpress.com/events/web-accessibility-is-not-primarily-about-conformance-with-web-accessibility-standards/
The Future for Educational Resource Repositories in a Web 2.0 Worldlisbk
Slides for a talk on "The Future for Educational Resource Repositories in a Web 2.0 World" given by Brian Kelly, UKOLN at an Edspaces workshop held at the University of Southampton on 4 November 2009.
See http://www.ukoln.ac.uk/web-focus/events/workshops/edspace-2009/
This document summarizes the top 10 web-based educational technologies as of October 2008. It provides a brief description of each technology, including wikis, mind mapping tools, social networking sites, and virtual worlds. The number one technology is Sloodle, an open source project that integrates virtual worlds like Second Life with learning management systems like Moodle. The document advocates for educators to adopt tools that promote interactivity, collaboration, and social constructivist learning online.
This document discusses web accessibility and the challenges of implementing accessibility standards. It summarizes key aspects of web accessibility including:
- Laws requiring public websites to comply with accessibility standards
- The WCAG 2.0 guidelines which define principles, guidelines, and success criteria for accessible websites
- Tools like WAI-ARIA that add attributes to make websites accessible to assistive technologies
- A study that measured developers' awareness and use of accessibility standards, finding only partial compliance and awareness
- Challenges to wider adoption including lack of awareness, unclear responsibilities, and perceptions that standards are too time-consuming
Web Accessibility: changes and developments over 10 years from a UK perspectiveDavid Sloan
The document summarizes the development of web accessibility over the past 10 years from a UK perspective in 4 stages:
1) Early days focused on guidelines to make the web accessible to disabled users.
2) Accessibility became part of web standards and was embraced by developers. Research showed guidelines were not enough.
3) Surveys found many sites still not conformant with guidelines, but some disabled users could use sites successfully. A holistic approach was needed.
4) Web 2.0 introduced new challenges. A practical view recognizes value of multiple formats. Tools now support inclusive authoring. Maintaining accessibility remains an ongoing challenge.
Slides from a talk by Brian Kelly, UKOLN on "What Does Openness Mean to the Web Manager?" given at the Institutional Web Management Workshop 2006 (IWMW 2006) on 15 June 2006.
See http://www.ukoln.ac.uk/web-focus/events/workshops/webmaster-2006/talks/metcalfe/
Chiara Evangelista - L'accessibilità nei social network: il caso Viadeo - Tes...tesicamp
The document analyzes the accessibility of social networks, specifically examining Viadeo based on the Web Content Accessibility Guidelines (WCAG) 2.0. It finds that while Viadeo meets more guidelines than not, improvements can still be made. The author proposes continuing research on accessibility and acting as an accessibility consultant to help companies design inclusive digital experiences.
Beyond Compliance - A Holistic Approach to Web Accessibilitylisbk
A talk on "Beyond Compliance - A Holistic Approach to Web Accessibility" given at the Techshare 2007 conference.
See http://www.ukoln.ac.uk/web-focus/events/conferences/techshare-2007/
This document discusses the history and use of wikis. It begins with definitions of wikis and their origins in the 1990s with tools like the Portland Pattern Repository and Wikipedia. It then examines the diffusion of wikis through various adoption models and strategies for integrating wikis into education. Key benefits identified are wikis allowing decentralized diffusion through peer networks and their ability to adapt based on local needs. The document concludes by questioning the reasons for using wikis in education.
The document discusses the history and adoption of wikis. It notes that wikis originated from the work of Jimmy Wells and Larry Sanger, creators of Wikipedia. Early adoption of wikis began in 1995 by the Portland Pattern Repository. Over time, wikis grew in popularity and were adopted by businesses, governments, schools and individuals for collaboration. For wikis to reach critical mass in education, leaders need to promote their benefits and ease of use to influence broader adoption.
What if Web 2.0 Really Does Change Everything?lisbk
Slides for a talk on "What if Web 2.0 Really Does Change Everything?" given by Brian Kelly, UKOLN at the UCISA CISG 2009 conference on 18-20 November 2009.
See http://www.ukoln.ac.uk/web-focus/events/conferences/ucisa-cisg-2009/
Web 2.0: How Should IT Services and the Library Respond?lisbk
Slides used by Brian Kelly, UKOLN at a meeting on "Web 2.0: How Should IT Services and the Library Respond?" held at the University of Nottingham, on 16 November 2006.
Getting the Maximum Benefit from Free and Open Source Softwarescottw
This document summarizes a presentation about getting maximum benefit from free and open source software. It discusses what open source and free software are, as well as the open source definition and open development model. Two main reasons why open source matters are that it provides sustained value from ICT through reducing costs, avoiding lock-in, and amplifying investments. It also helps meet user needs through flexibility, collaboration, and shared solutions. Deeper engagement with open source provides more benefit but is not necessary - the level of engagement should match an organization's needs and capabilities.
Web 2.0 refers to World Wide Web sites that emphasize user-generated content, usability, and interoperability. It allows users to interact and collaborate by creating and sharing content in a social media environment. Examples of Web 2.0 include social networking sites, blogs, wikis, and video and photo sharing sites. Web 2.0 has impacted access to information and media by democratizing the ability to create and distribute content, shifting power away from traditional gatekeepers. It has also enhanced creativity by empowering users to remix and build upon existing content.
Rehearsal of a talk on "From Web Accessibility to Web Adaptability" given at Techshare 2009 conference on 17 September 2009.
See http://www.ukoln.ac.uk/web-focus/events/conferences/techshare-2009/
The 'Higher Education in a Web 2.0 World' Report: Implications For IT Service...guest6d8f50
The document discusses implications of a report on higher education in a Web 2.0 world for IT service departments. It suggests that IT services embrace cloud computing and make use of social web tools. Departments should provide infrastructure while respecting user preferences and explore opportunities like new funding models. Risk management, resource investigation, and frameworks are recommended to guide strategic deployment of new technologies.
This document discusses and compares weblogs, wikis, and ePortfolios. It states that weblogs allow anyone to view content but only the owner can edit it, wikis allow anyone in a group to edit content, and ePortfolios allow only the owner to edit content if a commenting feature exists. The document provides links to free weblog, wiki, and ePortfolio hosting sites and discusses benefits like displaying achievements but also challenges like needing educator guidance for proper use of technologies.
This document discusses various web tools that can be used for language learning and teaching. It describes interactive platforms as allowing two-way communication between users and a system. Live sessions allow multiple users to work together and see changes in real-time. Blogs are discussed as allowing users to create and share content with minimal technical expertise. Blogs can be used for educational purposes by teachers to communicate with students and share resources, and by students for writing assignments. Different types of blogs are outlined, including teacher blogs, student blogs, class blogs, and topic-specific blogs.
Web 2.0 refers to websites that emphasize user-generated content and collaboration. It allows users to interact with each other as both creators and consumers of content in virtual communities. Examples of Web 2.0 include social media sites, blogs, wikis, and video sharing sites that empower users to both consume and produce content.
Web 2.0 allows users to generate and share content online through social media and collaboration. It emphasizes user-generated content, usability, and interoperability between systems. Examples of Web 2.0 include social networking sites, blogs, wikis, video sharing sites, and other applications that allow users to interact and contribute online as "prosumers" who both consume and produce content.
Web 2.0 relies on user-generated content and interactivity between users. It allows anyone with an internet connection to contribute content and updates. Examples of Web 2.0 applications include social networking sites, blogs, wikis, and video sharing sites that enable users to both consume and produce content. Web 2.0 has democratized the web by removing gatekeepers and giving more people a voice online through their ability to publish content.
Reflections on 10 years of the Institutional Weblisbk
Slides from a talk by Andy Powell on "Reflections on 10 years of the Institutional Web" given at the Institutional Web Management Workshop 2006 on 16 June 2006.
See <http://www.ukoln.ac.uk/web-focus/events/workshops/webmaster-2006/talks/powell/>.
This document provides an overview of a web accessibility workshop held on March 3rd, 2016. The workshop covered several topics related to web accessibility including target user groups, empathy exercises using the web with limited abilities, frameworks for accessible web design, and preparing for WCAG 2.0 testing. The workshop was led by Vladimir Tomberg, PhD from Tallinn University. Participants were provided login credentials to use the Mac lab and instructions for completing in-class and home assignments. Today's workshop sessions included discussions of target user groups who benefit from accessible design, an empathy exercise using the web with limited abilities, an introduction to the principles of accessible web design, and an overview of WCAG 2.0 guidelines for web content accessibility testing
Web 2.0 allows for high levels of user interaction and collaboration through user-generated content. It emphasizes participation, interoperability, and social media where users can interact with each other as both creators and consumers of content in virtual communities. Examples of Web 2.0 include social networking sites, blogs, wikis, video and photo sharing sites, and other collaboratively edited websites and applications.
The document discusses different types of web 2.0 tools including wikis, blogs, and Nings. It defines wikis as collaborative websites that allow users to edit, link, and upload documents. Nings are described as social networking platforms that allow users to create unique networks, customize options and appearance, and invite others to join. The document provides directions for creating an ad-free educational Ning network and encourages joining the Ning in Education community for help using Ning for educational purposes.
2016 it summit_accessibility_2016-05-24_standardkevin_donovan
This document provides an overview of web accessibility, including what it means, why it's important, and benefits. It introduces Harvard University's online accessibility website, which contains best practices, examples, and resources for content creators, developers, and others to support the WCAG 2.0 accessibility guidelines. The website includes sections on techniques, resources, and an accessibility testing tool that is currently in development.
2016 it summit_accessibility_2016-05-24_standardkevin_donovan
This document introduces an online accessibility website created by Harvard University's Accessibility Team. The website provides resources for content creators, developers, and others to make digital content accessible. It includes best practices, examples, and techniques organized around Web Content Accessibility Guidelines. The website also previews an upcoming accessibility testing tool that will automate and facilitate testing of content and sites to identify and fix accessibility issues.
Chiara Evangelista - L'accessibilità nei social network: il caso Viadeo - Tes...tesicamp
The document analyzes the accessibility of social networks, specifically examining Viadeo based on the Web Content Accessibility Guidelines (WCAG) 2.0. It finds that while Viadeo meets more guidelines than not, improvements can still be made. The author proposes continuing research on accessibility and acting as an accessibility consultant to help companies design inclusive digital experiences.
Beyond Compliance - A Holistic Approach to Web Accessibilitylisbk
A talk on "Beyond Compliance - A Holistic Approach to Web Accessibility" given at the Techshare 2007 conference.
See http://www.ukoln.ac.uk/web-focus/events/conferences/techshare-2007/
This document discusses the history and use of wikis. It begins with definitions of wikis and their origins in the 1990s with tools like the Portland Pattern Repository and Wikipedia. It then examines the diffusion of wikis through various adoption models and strategies for integrating wikis into education. Key benefits identified are wikis allowing decentralized diffusion through peer networks and their ability to adapt based on local needs. The document concludes by questioning the reasons for using wikis in education.
The document discusses the history and adoption of wikis. It notes that wikis originated from the work of Jimmy Wells and Larry Sanger, creators of Wikipedia. Early adoption of wikis began in 1995 by the Portland Pattern Repository. Over time, wikis grew in popularity and were adopted by businesses, governments, schools and individuals for collaboration. For wikis to reach critical mass in education, leaders need to promote their benefits and ease of use to influence broader adoption.
What if Web 2.0 Really Does Change Everything?lisbk
Slides for a talk on "What if Web 2.0 Really Does Change Everything?" given by Brian Kelly, UKOLN at the UCISA CISG 2009 conference on 18-20 November 2009.
See http://www.ukoln.ac.uk/web-focus/events/conferences/ucisa-cisg-2009/
Web 2.0: How Should IT Services and the Library Respond?lisbk
Slides used by Brian Kelly, UKOLN at a meeting on "Web 2.0: How Should IT Services and the Library Respond?" held at the University of Nottingham, on 16 November 2006.
Getting the Maximum Benefit from Free and Open Source Softwarescottw
This document summarizes a presentation about getting maximum benefit from free and open source software. It discusses what open source and free software are, as well as the open source definition and open development model. Two main reasons why open source matters are that it provides sustained value from ICT through reducing costs, avoiding lock-in, and amplifying investments. It also helps meet user needs through flexibility, collaboration, and shared solutions. Deeper engagement with open source provides more benefit but is not necessary - the level of engagement should match an organization's needs and capabilities.
Web 2.0 refers to World Wide Web sites that emphasize user-generated content, usability, and interoperability. It allows users to interact and collaborate by creating and sharing content in a social media environment. Examples of Web 2.0 include social networking sites, blogs, wikis, and video and photo sharing sites. Web 2.0 has impacted access to information and media by democratizing the ability to create and distribute content, shifting power away from traditional gatekeepers. It has also enhanced creativity by empowering users to remix and build upon existing content.
Rehearsal of a talk on "From Web Accessibility to Web Adaptability" given at Techshare 2009 conference on 17 September 2009.
See http://www.ukoln.ac.uk/web-focus/events/conferences/techshare-2009/
The 'Higher Education in a Web 2.0 World' Report: Implications For IT Service...guest6d8f50
The document discusses implications of a report on higher education in a Web 2.0 world for IT service departments. It suggests that IT services embrace cloud computing and make use of social web tools. Departments should provide infrastructure while respecting user preferences and explore opportunities like new funding models. Risk management, resource investigation, and frameworks are recommended to guide strategic deployment of new technologies.
This document discusses and compares weblogs, wikis, and ePortfolios. It states that weblogs allow anyone to view content but only the owner can edit it, wikis allow anyone in a group to edit content, and ePortfolios allow only the owner to edit content if a commenting feature exists. The document provides links to free weblog, wiki, and ePortfolio hosting sites and discusses benefits like displaying achievements but also challenges like needing educator guidance for proper use of technologies.
This document discusses various web tools that can be used for language learning and teaching. It describes interactive platforms as allowing two-way communication between users and a system. Live sessions allow multiple users to work together and see changes in real-time. Blogs are discussed as allowing users to create and share content with minimal technical expertise. Blogs can be used for educational purposes by teachers to communicate with students and share resources, and by students for writing assignments. Different types of blogs are outlined, including teacher blogs, student blogs, class blogs, and topic-specific blogs.
Web 2.0 refers to websites that emphasize user-generated content and collaboration. It allows users to interact with each other as both creators and consumers of content in virtual communities. Examples of Web 2.0 include social media sites, blogs, wikis, and video sharing sites that empower users to both consume and produce content.
Web 2.0 allows users to generate and share content online through social media and collaboration. It emphasizes user-generated content, usability, and interoperability between systems. Examples of Web 2.0 include social networking sites, blogs, wikis, video sharing sites, and other applications that allow users to interact and contribute online as "prosumers" who both consume and produce content.
Web 2.0 relies on user-generated content and interactivity between users. It allows anyone with an internet connection to contribute content and updates. Examples of Web 2.0 applications include social networking sites, blogs, wikis, and video sharing sites that enable users to both consume and produce content. Web 2.0 has democratized the web by removing gatekeepers and giving more people a voice online through their ability to publish content.
Reflections on 10 years of the Institutional Weblisbk
Slides from a talk by Andy Powell on "Reflections on 10 years of the Institutional Web" given at the Institutional Web Management Workshop 2006 on 16 June 2006.
See <http://www.ukoln.ac.uk/web-focus/events/workshops/webmaster-2006/talks/powell/>.
This document provides an overview of a web accessibility workshop held on March 3rd, 2016. The workshop covered several topics related to web accessibility including target user groups, empathy exercises using the web with limited abilities, frameworks for accessible web design, and preparing for WCAG 2.0 testing. The workshop was led by Vladimir Tomberg, PhD from Tallinn University. Participants were provided login credentials to use the Mac lab and instructions for completing in-class and home assignments. Today's workshop sessions included discussions of target user groups who benefit from accessible design, an empathy exercise using the web with limited abilities, an introduction to the principles of accessible web design, and an overview of WCAG 2.0 guidelines for web content accessibility testing
Web 2.0 allows for high levels of user interaction and collaboration through user-generated content. It emphasizes participation, interoperability, and social media where users can interact with each other as both creators and consumers of content in virtual communities. Examples of Web 2.0 include social networking sites, blogs, wikis, video and photo sharing sites, and other collaboratively edited websites and applications.
The document discusses different types of web 2.0 tools including wikis, blogs, and Nings. It defines wikis as collaborative websites that allow users to edit, link, and upload documents. Nings are described as social networking platforms that allow users to create unique networks, customize options and appearance, and invite others to join. The document provides directions for creating an ad-free educational Ning network and encourages joining the Ning in Education community for help using Ning for educational purposes.
2016 it summit_accessibility_2016-05-24_standardkevin_donovan
This document provides an overview of web accessibility, including what it means, why it's important, and benefits. It introduces Harvard University's online accessibility website, which contains best practices, examples, and resources for content creators, developers, and others to support the WCAG 2.0 accessibility guidelines. The website includes sections on techniques, resources, and an accessibility testing tool that is currently in development.
2016 it summit_accessibility_2016-05-24_standardkevin_donovan
This document introduces an online accessibility website created by Harvard University's Accessibility Team. The website provides resources for content creators, developers, and others to make digital content accessible. It includes best practices, examples, and techniques organized around Web Content Accessibility Guidelines. The website also previews an upcoming accessibility testing tool that will automate and facilitate testing of content and sites to identify and fix accessibility issues.
Semantic Wiki: Social Semantic Web in UseJesse Wang
This is my invited talk on Semantic Wiki to the Key Lab of Intelligent Information Processing at Fudan University in Shanghai during ASWC 2009 when I gave a similar tutorial on semantic mediawiki and applications.
This document summarizes a workshop on web accessibility. It includes:
- An agenda for the workshop that covers presenting homework, frameworks for accessible web design, responsiveness exercises, discussions on designing accessible web applications, and demonstrations of tools.
- Principles for accessible user experience design that include putting people first, having a clear purpose, solid structure, easy interaction, helpful wayfinding, clean presentation, plain language, accessible media, and universal usability.
- Guidelines for accessible web design such as using proper headings, lists and reading order, providing sufficient color contrast, including alternative text for images, and ensuring usability of links, forms and navigation.
Corporate Web Accessibility Implementation StrategiesUA WEB, A.C.
This document provides an overview of strategies for implementing a corporate web accessibility program. It discusses establishing an accessibility core team to conduct evaluations, decide on a compliance level, implement enhancements, and verify compliance. The team should develop an ongoing maintenance process and publish documentation. Setting accessibility goals through a user-centered design process that involves stakeholders can help create more inclusive websites.
This document discusses the shift from Web 1.0 to Web 2.0 and Learning 1.0 to Learning 2.0. Web 2.0 is characterized by user-generated content, interconnectivity of applications, and meaningful online communities and collaboration. Learning 2.0 leverages various Web 2.0 technologies like blogs, wikis, podcasting, social bookmarking, video and photo sharing to create interactive content and encourage participation and dynamic learning. Many free and open Web 2.0 tools are presented that can enhance online learning through collaborative authoring, multimedia content creation and sharing, and connecting learners.
Talk on "The Accessible Web" given at the Museums and the Web 2007 conference.
See http://www.ukoln.ac.uk/web-focus/events/conferences/museums-web-2007/
The document summarizes key points from a workshop on web accessibility:
1. The workshop covered principles of accessible design including people first, clear purpose, solid structure, and universal usability.
2. Attendees participated in exercises on responsive design and discussed their experience testing websites' responsiveness.
3. Guidelines for accessible web development were reviewed, such as using proper headings, lists and form labels, providing alt text for images, and ensuring adequate color contrast.
WTM/IWD 202: Introduction to digital accessibility by Dr. Zainab AlMerajGDGKuwaitGoogleDevel
This talk will offer the following:
* a case for ensuring websites, apps and documents are accessible to all
* a glimpse into how people with disabilities use assistive technology
* an introduction on the international standards and principles of digital accessibility (WAI WCAG POUR principles of digital accessibility) used to assess if content will be accessible to all users.
Audience:
This talk is suitable for anyone new to the field
* Developers
* Testers
* Designers
* Content creators
* Product owners / managers in development environments
* Managers (at an organizational level)
* Trainers / Teachers / Academics
BS 8878 and the Holistic Approaches to Web Accessibilitylisbk
Slides from talk on "BS 8878 and the Holistic Approaches to Web Accessibility" given by Brian Kelly, UKOLN at a CETIS Accessibility SIG meeting held at the BSI Headquarters, 389 Chiswick High Road, Chiswick, London on 28 February 2011
See http://www.ukoln.ac.uk/web-focus/events/meetings/cetis-accessibility-sig-2011-02/
Northwest Elearning Community Conference Keynote webstu
The document discusses the opportunities and challenges of participatory culture and Web 2.0 technologies for higher education. It notes that students are now producers, not just consumers, of content. Institutions need to provide open systems and architectures that leverage collective student contributions and harness the network effect. Content development must now be Web 2.0, with students able to manipulate and mash up data as they see fit using open APIs and widgets.
Northwest eLearning Community Conference Keynote (10-07)Cable Green
The document discusses trends in higher education in light of participatory culture and Web 2.0 technologies. It argues that higher education needs to embrace openness, participation, and networks to better prepare students for a world where knowledge is distributed and co-created. Key lessons include embracing perpetual beta models, leveraging student contributions, and providing open platforms for content development and sharing.
Web accessibility is important because it allows people with disabilities to access websites. Over 285 million people are blind or visually impaired and 275 million are deaf or hearing impaired. Accessible websites follow guidelines like WCAG to address the needs of people with visual, auditory, motor, and cognitive disabilities. W3C leads initiatives to promote web accessibility through standards, guidelines, and resources to help make websites accessible to people with disabilities.
This document provides a list of online resources for web accessibility. It includes 11 websites that contain information on making websites accessible, building accessible content, evaluation tools, and guidelines. The resources cover topics such as web standards, legislation, tutorials, product specifications, captions, audio descriptions, evaluation overviews, and guidelines from organizations like W3C and Adobe. The list provides designers and developers a starting point for learning about web accessibility and creating inclusive online experiences.
Wikis are online databases that allow users to add and edit content using a web browser. They enable collaboration and knowledge sharing within organizations. Wikis are used by companies for documentation, building online communities, collaborating with customers, maintaining FAQs and policies. While wikis provide advantages like collaboration and mobility, they also have disadvantages like potential disorganization, need for maintenance, and security issues. Overall, wikis are useful for sharing information but difficult to maintain and accuracy can be questionable.
Wikis are online databases that allow users to add and update content using a web browser. They enable collaboration and knowledge sharing. Organizations use wikis for documentation, building online communities, collaborating with customers, maintaining FAQs and policies. Some advantages of wikis include enabling document uploading and editing, tracking project progress, and accessibility across devices with an internet connection. However, wikis also have disadvantages such as potential disorganization if not properly maintained, learning challenges for new users, and security issues.
Wikis are online databases that allow users to add and update content using a web browser. They enable collaboration and knowledge sharing. Organizations use wikis for documentation, building online communities, collaborating with customers, maintaining FAQs and policies. Some advantages of wikis include enabling document uploading and editing, tracking project progress, and accessibility across devices with an internet connection. However, wikis also have disadvantages such as potential disorganization if not properly maintained, learning challenges for new users, and security issues.
Wikis are online databases that allow users to add and edit content using a web browser. They enable collaboration and knowledge sharing within organizations. Wikis are used by companies for documentation, building online communities, collaborating with customers, maintaining FAQs and policies. While wikis provide advantages like collaboration and mobility, they also have disadvantages like potential disorganization, need for maintenance, and security issues. Overall, wikis are useful for sharing information but difficult to maintain and information accuracy can be questionable.
The document discusses accessibility guidelines and standards. It defines accessibility as removing barriers for people with disabilities to access content. Key points covered include:
- Common barriers like visual, auditory, physical/motor impairments
- Assistive technologies like screen readers, braille displays, voice recognition etc. help people access content
- Legal requirements like Section 504, 508 and international WCAG guidelines promote accessible design
- Demonstrations show how content can be made accessible through simple changes
The document defines blogs and wikis, explores their educational uses, and provides examples of blog and wiki applications. Blogs allow individuals to post entries like a diary and include comments, media, and links. Wikis enable collaborative online authorship, allowing anyone to easily add and edit web pages. Both have benefits for student writing, collaboration, and meeting students in online spaces they frequent. Examples show blogs used for classroom communication and wikis for collaborative storytelling and supplemental lessons.
Similar to Content Accessibility Guidelines - A Webinar Presentation (20)
EASY TUTORIAL OF HOW TO USE CAPCUT BY: FEBLESS HERNANEFebless Hernane
CapCut is an easy-to-use video editing app perfect for beginners. To start, download and open CapCut on your phone. Tap "New Project" and select the videos or photos you want to edit. You can trim clips by dragging the edges, add text by tapping "Text," and include music by selecting "Audio." Enhance your video with filters and effects from the "Effects" menu. When you're happy with your video, tap the export button to save and share it. CapCut makes video editing simple and fun for everyone!
Practical eLearning Makeovers for EveryoneBianca Woods
Welcome to Practical eLearning Makeovers for Everyone. In this presentation, we’ll take a look at a bunch of easy-to-use visual design tips and tricks. And we’ll do this by using them to spruce up some eLearning screens that are in dire need of a new look.
International Upcycling Research Network advisory board meeting 4Kyungeun Sung
Slides used for the International Upcycling Research Network advisory board 4 (last one). The project is based at De Montfort University in Leicester, UK, and funded by the Arts and Humanities Research Council.
ARENA - Young adults in the workplace (Knight Moves).pdfKnight Moves
Presentations of Bavo Raeymaekers (Project lead youth unemployment at the City of Antwerp), Suzan Martens (Service designer at Knight Moves) and Adriaan De Keersmaeker (Community manager at Talk to C)
during the 'Arena • Young adults in the workplace' conference hosted by Knight Moves.
Fonts play a crucial role in both User Interface (UI) and User Experience (UX) design. They affect readability, accessibility, aesthetics, and overall user perception.
Explore the essential graphic design tools and software that can elevate your creative projects. Discover industry favorites and innovative solutions for stunning design results.
Maximize Your Content with Beautiful Assets : Content & Asset for Landing Page pmgdscunsri
Figma is a cloud-based design tool widely used by designers for prototyping, UI/UX design, and real-time collaboration. With features such as precision pen tools, grid system, and reusable components, Figma makes it easy for teams to work together on design projects. Its flexibility and accessibility make Figma a top choice in the digital age.
Architectural and constructions management experience since 2003 including 18 years located in UAE.
Coordinate and oversee all technical activities relating to architectural and construction projects,
including directing the design team, reviewing drafts and computer models, and approving design
changes.
Organize and typically develop, and review building plans, ensuring that a project meets all safety and
environmental standards.
Prepare feasibility studies, construction contracts, and tender documents with specifications and
tender analyses.
Consulting with clients, work on formulating equipment and labor cost estimates, ensuring a project
meets environmental, safety, structural, zoning, and aesthetic standards.
Monitoring the progress of a project to assess whether or not it is in compliance with building plans
and project deadlines.
Attention to detail, exceptional time management, and strong problem-solving and communication
skills are required for this role.
3. Thank you for
being here!
"https://storyset.com/event" Event illustrations by Storyset 3
4. Take a moment to
reflect on the
following scenarios...
"https://storyset.com/work" Work illustrations by Storyset
4
5. Max is on a workation. He
is looking forward to
completing his
professional certificate
course in TensorFlow.js.
Max
However, he is unable to
view the videos due to
poor connectivity.
"https://storyset.com/people" People illustrations by Storyset
Icons made by "https://www.flaticon.com/authors/sanb" SANB from
https://www.flaticon.com
5
6. Alex is visually
challenged. She takes the
help of a screen reader to
read online content.
However, her screen
reader does not describe
the images in the article.
Alex
"https://storyset.com/people" People illustrations by Storyset
"https://storyset.com/online" Online illustrations by Storyset
Icons made by "https://www.flaticon.com/authors/sanb" SANB from
https://www.flaticon.com
6
7. Max is Blind. He relies on
text-to-speech apps and
other assistive devices to
access online content.
However, he faces a
challenge accessing
complex images.
Matt
"https://storyset.com/online" Online illustrations by Storyset
Icons made by "https://www.flaticon.com/authors/sanb" SANB from
https://www.flaticon.com
7
8. Jane had to join an urgent
work call while she was at
the cafeteria.
However, she forgot to
carry her headphones
along.
Jane
"https://storyset.com/work" Work illustrations by Storyset
Icons made by "https://www.flaticon.com/authors/sanb" SANB from
https://www.flaticon.com
8
10. Unable to ACCESS
videos
Unable to ACCESS
images
Unable to ACCESS
audio
https://storyset.com/work Work illustrations by Storyset 10
11. Think for a moment before you proceed…
Unable to ACCESS
videos
Unable to ACCESS
images
Unable to ACCESS
audio
As content creators, what can you do to
help learners like Max, Alex, Jane, and
millions of others ACCESS content?
11
13. What is Accessibility?
“Accessibility is the concept of whether a product or
service can be used by everyone—however they
encounter it” (IxDF, para.1).
“Web accessibility means that websites, tools, and
technologies are designed and developed so that people
with disabilities can use them” ((WAI), 2005, para. 3).
13
14. What is Web Content?
● Natural information such
as text, images, and
sounds
● Code or markup that
defines structure,
presentation, etc.
https://storyset.com/online Online illustrations by Storyset
14
15. “The power of the Web is in its
universality.
Access by everyone regardless
of disability is an essential
aspect.”
Tim Berners-Lee, W3C Director and inventor of the
World Wide Web
https://storyset.com/online Online illustrations by Storyset
15
16. Why Web Content Accessibility
Perceive Understand Navigate Interact
Contribute
Icons made by https://www.flaticon.com/authors/freepik from https://www.flaticon.com
Icons made by https://www.flaticon.com/authors/pongsakorn-sarunsatta Pongsakorn Sarunsatta from https://www.flaticon.com 16
17. Who You Should Consider
Max
Jane
Alex
Slow Internet
Connection
People with
Disability
Situational
Limitations
17
18. Who You Should Consider
Max
Jane
Alex
Slow Internet
Connection
People with
Disability
Situational
Limitations
People with
Learning Difficulty
Temporary
Disability
Older People with
Changing Ability
18
19. What You Should Do to Help
Follow the W3C prescribed standards for accessible
design provided in the Web Content Accessibility
Guidelines (WCAG)
19
20. Who is WCAG Intended For?
● Content developers (page
authors, site designers, etc.)
● Authoring tool developers
● Accessibility evaluation tool
developers
● Others who want or need a
standard for web
accessibility
https://storyset.com/online Online illustrations by Storyset
20
21. What Principles You Need to Follow
Perceivable
Operable
Understandable
Robust
https://storyset.com/technology Technology illustrations by Storyset 21
22. What Principles You Need to Follow
Perceivable
Operable
Understandable
Robust
https://storyset.com/technology Technology illustrations by Storyset 22
23. What Principles You Need to Follow
Perceivable
Operable
Understandable
Robust
● Text alternative (alt text) for
non-text content
● Captions and text transcripts for
multimedia content
● Content presented in different ways
● Content is easier to see and hear
23
24. What Principles You Need to Follow
Perceivable
Operable
Understandable
Robust
https://storyset.com/web Web illustrations by Storyset 24
25. What Principles You Need to Follow
Perceivable
Operable
Understandable
Robust
● Functionality is available by mouse and
keyboard
● Users have enough time to read and
interact with the content
● Users can easily navigate, find content,
and determine where they are
● Content does not cause seizures and
physical reactions
● Users can use different input modalities
than keyboard
25
26. What Principles You Need to Follow
Perceivable
Operable
Understandable
Robust
https://storyset.com/work Work illustrations by Storyset 26
27. What Principles You Need to Follow
Perceivable
Operable
Understandable
Robust
● Text is readable and understandable
● Content appears and operates in a
predictable manner
● Users are provided instructions to
avoid and correct errors
27
28. What Principles You Need to Follow
Perceivable
Operable
Understandable
Robust
https://storyset.com/technology Technology illustrations by Storyset 28
29. What Principles You Need to Follow
Perceivable
Operable
Understandable
Robust
Content is compatible with current and
future user tools, different browsers,
assistive technologies, and other user
agents.
29
31. What are the Challenges?
Implementing accessibility support in frameworks and
design systems that do not support accessibility
Web content authoring tools and content management
systems that do not allow users to create accessible pages
and sites
Limited browser and assistive technology support
31
32. What are the Legal Implications?
It is mandatory
for the Federal
governments to
ensure compliance
with WCAG 2.0
guidelines.
https://storyset.com/online Online illustrations by Storyset 32
33. What are the Legal Implications?
Canada
China
Japan
European Union
New Zealand
United Kingdom
https://storyset.com/online Online illustrations by Storyset 33
35. Designing for
accessibility is not a
moral obligation
but rather a legal
requirement in as
many as 39
countries,
including India.
https://storyset.com/online Online illustrations by Storyset 35
37. References:
(WAI), W. C. W. A. I. (2005, February). Introduction to web accessibility. Web Accessibility Initiative (WAI). Retrieved November
25, 2021, from https://www.w3.org/WAI/fundamentals/accessibility-intro/.
What is accessibility? The Interaction Design Foundation. (n.d.). Retrieved November 25, 2021, from
https://www.interaction-design.org/literature/topics/accessibility.
Education and Outreach Working Group (EOWG). (2010, May). How to make your presentations accessible to all. W3C Web
Accessibility Initiative (WAI). Retrieved November 29, 2021, from
https://www.w3.org/WAI/teach-advocate/accessible-presentations/#preparing-slides-and-projected-material-speakers
Attribution:
All graphics in this presentation are sourced from:
Free Online Illustrations to customize | Storyset
https://storyset.com/people People illustrations by Storyset
Icons made by https://www.flaticon.com/authors/sanb SANB from https://www.flaticon.com Flaticon www.flaticon.com
https://storyset.com/online Online illustrations by Storyset
https://storyset.com/online Online illustrations by Storyset
https://storyset.com/people People illustrations by Storyset
https://storyset.com/people People illustrations by Storyset
https://storyset.com/technology Technology illustrations by Storyset
https://storyset.com/technology Technology illustrations by Storyset
https://storyset.com/work Work illustrations by Storyset
https://storyset.com/online Online illustrations by Storyset
37