This online European Open Science Cloud (EOSC) event was held on 15 December 2021.
You’ll get information about:
- Developments in the EOSC Association
- The work of the new EOSC Advisory Groups and Task Forces
- What’s happening in some of the EOSC implementation projects
- Ways you can become involved in EOSC
Slides for the plenary feedback session at #cetis14 the Cetis Conference; Building the Digital Institution held at The University of Bolton on the 17th and 18th June 2014.
Introduction to the Cetis conference 2014; Building the Digital Institution by Paul Hollins Cetis Director. 17th June 2014 at the University of Bolton.
Jonathan Owen, Audi Visual Service at the University of Warwick describes the way that the university has improved the range of of the service it offers and greatly improved uptake, use and user satisfaction
How you can enhance the efficiency and effectiveness of teaching and learning...Jisc
Led by Paul McKean, head of further education and skills, Jisc.
With contribution from Lina Petrakieva, academic development tutor, Glasgow Caledonian University.
Jisc Connect more in Scotland, 16 June 2016
This online European Open Science Cloud (EOSC) event was held on 15 December 2021.
You’ll get information about:
- Developments in the EOSC Association
- The work of the new EOSC Advisory Groups and Task Forces
- What’s happening in some of the EOSC implementation projects
- Ways you can become involved in EOSC
Slides for the plenary feedback session at #cetis14 the Cetis Conference; Building the Digital Institution held at The University of Bolton on the 17th and 18th June 2014.
Introduction to the Cetis conference 2014; Building the Digital Institution by Paul Hollins Cetis Director. 17th June 2014 at the University of Bolton.
Jonathan Owen, Audi Visual Service at the University of Warwick describes the way that the university has improved the range of of the service it offers and greatly improved uptake, use and user satisfaction
How you can enhance the efficiency and effectiveness of teaching and learning...Jisc
Led by Paul McKean, head of further education and skills, Jisc.
With contribution from Lina Petrakieva, academic development tutor, Glasgow Caledonian University.
Jisc Connect more in Scotland, 16 June 2016
What the learners say: FE learners' expectations and experiences of technolog...Jisc
Is your college meeting your learners’ needs and expectations in relation to technology? This workshop shares current practice from providers who are engaging learners as active participants in the development of digital practices and strategies and will help equip you to develop best practice in your own college.
LACE: Learning Analytics Community Exchange (for LASI 2014)Doug Clow
Presentation about the LACE project (Learning Analytics Community Exchange) at LASI2014, the Learning Analytics Summer Institute held at Harvard, on 30 June 2014.
Collaboration through technology: moving from possibility to practice - Noel ...Jisc
Led by Noel McDaid, account manager, Jisc.
With contribution from Celine McCartan, collaboration programme manager, Collaborate FE Northern Ireland.
Connect more in Northern Ireland, 23 June 2016
Finding, managing, delivering and using the right MediaHub content - Jisc Dig...Jisc
Using Jisc Digital Media advice guides, this session used content from the Jisc MediaHub resource to demonstrate effective processes for finding, managing and using copyright cleared multimedia materials to support teaching and learning.
Predicting and Preparing For Emerging Learning Technologieslisbk
Slides for talk on "Predicting and Preparing For Emerging Learning Technologies" given by Brian Kelly, UK Web Focus at the CILIP West Midlands Annual Members Day in Birmingham on 10 Feb 2017.
See http://ukwebfocus.com/events/cilip-west-midlands-2017/
Visions of the Future of Learning AnalyticsDoug Clow
Eight visions of the future of learning analytics, created as a way of exploring possible futures by the LACE (Learning Analytics Community Exchange) Project, and presented at Bett 2016, London, 20 January 2016
Connect More with peers in practice - Connect More 2017 BirminghamJisc
These PechaKucha style presentations (20 slides at 20 seconds each) from attendees at the event will focus on how they have implemented digital capabilities to enhance learning and teaching at their institutions.
With contributions from
Alicia Wallace, digital learning manager, Gloucestershire College
Joseph Hibbert, special educational needs and disabilities (SEND) transition lead, Gloucestershire College
Mark McManus, cloud services business manager, Microsoft
Christine Fenton, international student employability and enterprise support, University of Warwick
Digital technology is fundamentally changing learning and teaching in higher ...Jisc
Is digital technology fundamentally changing learning and teaching in higher education, altering how courses are planned and delivered, and how learners experience higher education?
Or is the use of digital technology in education more of an evolution of existing practices, with economic forces likely to be a much more significant driver of change over the next ten years?
Staff-student partnership working to effect institutional change - Jisc Digit...Jisc
Implementing effective institutional change can be a real challenge. This workshop introduced the change agents’ network and how it supports student-staff partnership working to implement technology-enhanced learning.
"This session will introduce the work of Eportfolio Ireland, a professional learning network for practitioners and researchers. In this session, we will engage in a structured discussion around issues of identity and ethics in the context of eportfolio practice. Together we will consider the following questions:
- Who owns student eportfolio data?
- What happens if a student documents activities which are in breach of law?
- Is it ethical to ask students to pay for continued eportfolio access after graduation?
- What is the relationship between identity formation and eportfolio development?
- How do students capture their identity formation journey through eportfolio?
- How does eportfolio create self-constructed multiple identities?"
Defining future learning - the City of Wolverhampton College wayJisc
A presentation from our joint building digital capability and digital experience insights community of practice event in May 2021.
Presented by Conrad Taylor, business learning and technologies manager and Adam Dwight, learning innovator, lecturer from City of Wolverhampton College.
Making a difference with technology-enhanced learning - Chris Thomson, Esam B...Jisc
Led by Chris Thomson, subject specialist for online learning and the digital student experience, Jisc.
With contributions from Esam Baboukhan, advanced practitioner, City of Westminster College.
There will be a focus how technology can support learning and teaching for a better student experience.
Local providers will be sharing how their technology-based approaches have made a difference for learners and teachers.
Connect more in London, 28 June 2016
How you can enhance the efficiency and effectiveness of teaching and learning...Jisc
Led by Paul McKean, head of further education and skills, Jisc.
With contributions from:
Collette Murphy, digital learning development manager, Ulster University
Gerard Devlin, director of curriculum, Southern Regional College
Jisc Connect more in Northern Ireland, 23 June 2016.
A reflective look back at the first 9 Eportfolio Forums - Key themes and topi...ePortfolios Australia
This will be the 10th Eportfolio Forum. This key milestone provides an opportunity to review what the key themes and topics have been over the previous nine Forums to determine what activities have dominated eportfolio practice, and how that might influence the future of eportfolio practice.
Presentation delivered by Kellie Mote, accessibility specialist at Jisc, as part of a webinar in partnership with College Development Network (CDN), streamed on 20th February, 2020.
Complementing Accessibility Standards with Evidence of Commitment and Progres...Sarah Horton
Improving web accessibility can be challenging, particularly for organizations with large, complex digital estates and internal organizational structures. Efforts can be guided by technical standards, but there are shortcomings with treating accessibility for people with disabilities as a compliance effort. What if we take a process-oriented approach to accessibility, focusing on making a commitment and demonstrating progress? In this session we explore an approach to improving digital accessibility that places value on conscious, pragmatic decision-making and sharing of evidence of progress.
Presented as part of Inclusive Design 24 (#ID24), May 21, 2015: http://www.inclusivedesign24.org.
What the learners say: FE learners' expectations and experiences of technolog...Jisc
Is your college meeting your learners’ needs and expectations in relation to technology? This workshop shares current practice from providers who are engaging learners as active participants in the development of digital practices and strategies and will help equip you to develop best practice in your own college.
LACE: Learning Analytics Community Exchange (for LASI 2014)Doug Clow
Presentation about the LACE project (Learning Analytics Community Exchange) at LASI2014, the Learning Analytics Summer Institute held at Harvard, on 30 June 2014.
Collaboration through technology: moving from possibility to practice - Noel ...Jisc
Led by Noel McDaid, account manager, Jisc.
With contribution from Celine McCartan, collaboration programme manager, Collaborate FE Northern Ireland.
Connect more in Northern Ireland, 23 June 2016
Finding, managing, delivering and using the right MediaHub content - Jisc Dig...Jisc
Using Jisc Digital Media advice guides, this session used content from the Jisc MediaHub resource to demonstrate effective processes for finding, managing and using copyright cleared multimedia materials to support teaching and learning.
Predicting and Preparing For Emerging Learning Technologieslisbk
Slides for talk on "Predicting and Preparing For Emerging Learning Technologies" given by Brian Kelly, UK Web Focus at the CILIP West Midlands Annual Members Day in Birmingham on 10 Feb 2017.
See http://ukwebfocus.com/events/cilip-west-midlands-2017/
Visions of the Future of Learning AnalyticsDoug Clow
Eight visions of the future of learning analytics, created as a way of exploring possible futures by the LACE (Learning Analytics Community Exchange) Project, and presented at Bett 2016, London, 20 January 2016
Connect More with peers in practice - Connect More 2017 BirminghamJisc
These PechaKucha style presentations (20 slides at 20 seconds each) from attendees at the event will focus on how they have implemented digital capabilities to enhance learning and teaching at their institutions.
With contributions from
Alicia Wallace, digital learning manager, Gloucestershire College
Joseph Hibbert, special educational needs and disabilities (SEND) transition lead, Gloucestershire College
Mark McManus, cloud services business manager, Microsoft
Christine Fenton, international student employability and enterprise support, University of Warwick
Digital technology is fundamentally changing learning and teaching in higher ...Jisc
Is digital technology fundamentally changing learning and teaching in higher education, altering how courses are planned and delivered, and how learners experience higher education?
Or is the use of digital technology in education more of an evolution of existing practices, with economic forces likely to be a much more significant driver of change over the next ten years?
Staff-student partnership working to effect institutional change - Jisc Digit...Jisc
Implementing effective institutional change can be a real challenge. This workshop introduced the change agents’ network and how it supports student-staff partnership working to implement technology-enhanced learning.
"This session will introduce the work of Eportfolio Ireland, a professional learning network for practitioners and researchers. In this session, we will engage in a structured discussion around issues of identity and ethics in the context of eportfolio practice. Together we will consider the following questions:
- Who owns student eportfolio data?
- What happens if a student documents activities which are in breach of law?
- Is it ethical to ask students to pay for continued eportfolio access after graduation?
- What is the relationship between identity formation and eportfolio development?
- How do students capture their identity formation journey through eportfolio?
- How does eportfolio create self-constructed multiple identities?"
Defining future learning - the City of Wolverhampton College wayJisc
A presentation from our joint building digital capability and digital experience insights community of practice event in May 2021.
Presented by Conrad Taylor, business learning and technologies manager and Adam Dwight, learning innovator, lecturer from City of Wolverhampton College.
Making a difference with technology-enhanced learning - Chris Thomson, Esam B...Jisc
Led by Chris Thomson, subject specialist for online learning and the digital student experience, Jisc.
With contributions from Esam Baboukhan, advanced practitioner, City of Westminster College.
There will be a focus how technology can support learning and teaching for a better student experience.
Local providers will be sharing how their technology-based approaches have made a difference for learners and teachers.
Connect more in London, 28 June 2016
How you can enhance the efficiency and effectiveness of teaching and learning...Jisc
Led by Paul McKean, head of further education and skills, Jisc.
With contributions from:
Collette Murphy, digital learning development manager, Ulster University
Gerard Devlin, director of curriculum, Southern Regional College
Jisc Connect more in Northern Ireland, 23 June 2016.
A reflective look back at the first 9 Eportfolio Forums - Key themes and topi...ePortfolios Australia
This will be the 10th Eportfolio Forum. This key milestone provides an opportunity to review what the key themes and topics have been over the previous nine Forums to determine what activities have dominated eportfolio practice, and how that might influence the future of eportfolio practice.
Presentation delivered by Kellie Mote, accessibility specialist at Jisc, as part of a webinar in partnership with College Development Network (CDN), streamed on 20th February, 2020.
Complementing Accessibility Standards with Evidence of Commitment and Progres...Sarah Horton
Improving web accessibility can be challenging, particularly for organizations with large, complex digital estates and internal organizational structures. Efforts can be guided by technical standards, but there are shortcomings with treating accessibility for people with disabilities as a compliance effort. What if we take a process-oriented approach to accessibility, focusing on making a commitment and demonstrating progress? In this session we explore an approach to improving digital accessibility that places value on conscious, pragmatic decision-making and sharing of evidence of progress.
Presented as part of Inclusive Design 24 (#ID24), May 21, 2015: http://www.inclusivedesign24.org.
Slides for talk on Addressing The Limitations Of Open Standards given at Museums & the Web 2007 conference.
See http://www.ukoln.ac.uk/web-focus/events/conferences/mw-2007/talk-standards/
BS 8878: Systematic Approaches to Documenting Web Accessibility Policies and ...lisbk
Slides for a workshop session on "BS 8878: Systematic Approaches to Documenting Web Accessibility Policies and Practices" facilitated by Brian Kelly at the IWMW 2015 event held at Edge Hill University, Ormskirk on 27 July 2015.
See http://iwmw.org/iwmw2015/talks/systematic-approaches-to-documenting-web-accessibility-policies-and-practices/
Accessu 2016 presentation "Implementing IT Accessibility Strategically" Jeff Kline
While laws, regulations and standards for making IT accessible have been in effect for well over a decade, adoption in both public and private sectors has been painfully slow. One overarching inhibitor to IT accessibility that is rarely identified, even when an organization is relatively committed to make its products and services accessible, is that the organization itself is not enabled for addressing IT accessibility in all its dimensions. When considering the accessibility of ALL of an organization’s IT including external products, services, and its complex internal IT environment, e-learning, etc., a comprehensive, holistic approach needed.
The Forest and the Trees: Scaling for Enterprise-Level Digital Accessibility3Play Media
In this webinar, Kathryn Weber-Hottleman will discuss global accessibility standards and broad and narrow applications of digital accessibility. You will also learn how to draft a plan for universal institutional accessibility, and understand how institutional accessibility impacts areas like procurement and standalone digital products.
User Experience Showcase lightning talks - University of EdinburghNeil Allison
Lightning talk slide decks from a University of Edinburgh User Experience event held 13 October 2017. Topics: User needs, Web strategy, Digital Standards, Edinburgh Global Experience Language, Current student UX case study.
Managing New Technologies: The Challenge Of Web 2.0lisbk
Slides for a workshop session on \"Managing New Technologies: The Challenge Of Web 2.0\" given at the Umbrella 2007 conference.
See http://www.ukoln.ac.uk/web-focus/events/conferences/umbrella-2007/
Chris Shillum's presentation entitled Overview of the RA21 Project presented at the Coalition for Networked Information (CNI) fall meeting in Washington, DC 12/13/16
Presentation by Owen O'Neil. This presentation will provide an update on a number of technical standards for e-learning content that are being collaboratively agreed on through the Australian Flexible Learning Framework’s E-standards project. Topics will include m-learning, e-portfolios, computer network and firewall access, e-learning content development standards and more. The focus of the presentation will be on how such standards can be utilised by e-learning practitioners.
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/
LMS stands for Learning Management System. SRDT LMS allow you to manage every aspect of a course, from the registration of students to the storing of test results, as well as allowing you to accept assignments digitally and keep in touch with your students.
Designing Usability Tests to Solve Common ProblemsIWMW
Slides for workshop session on "Designing Usability Tests to Solve Common Problems" facilitated by Melanie Read, University of London and Marie Kitney, Numiko and held on 11 July 2018 at the IWMW 2018 event.
See http://iwmw.org/iwmw2018/talks/designing-usability-tests-to-solve-common-problems/
Sustainable Campus-Wide Captioning Practices to Support Course Videos – Is th...D2L Barry
Presentation at 2019 D2L Connection at Normandale CC on April 5,, 2019
Sustainable Campus-Wide Captioning Practices to Support Course Videos – Is this Really Possible? Lesley Blicker, Minnesota State Educational Innovations and Kathleen Coate, Normandale Community College
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
3. Survey results - 1
How would you assess your institution's awareness?
4. The results - 2
How would you assess your institution's awareness?
5. The results - 3
Has your institution conducted an assessment of the work needed?
6. Aims of the session
Introductory briefing to include:
• Plain English explanation
• Timeline for compliance
• Roles and responsibilities
• Common barriers
• Resources and support
• What next?
10. Levels of responsibility
• Procured (3rd party) systems
• Internally managed systems
• Created content
• Mitigation
• Assistive Technology
• Self-help support
• Access options
• Standards template
Assistive
Technology
3rd
Party
Created
Content
Internal
Levels of responsibility
11. Lost in translation?
Each level of
responsibility
translates to specific
elements of user
experience.
Ensure your
processes, policies
and practices don't
lose this focus.
For users
12. Common barriers?
Jisc's accessibility
snapshots have
identified a range of
common problems on
student-facing platforms
and resources – these
are explored in more
detail in our online
training sessions.
Barriers?
13. What does POUR mean
POUR – what does it mean?
Perceivable
Operable
Understandable
Robust
14. POUR example - your website…
Are there ways to change the colours on the
website if you are colour blind?
Perceivable
15. POUR example - your website…
How long does it take you to get to the
accessibility statement on the website - if you
can’t use the mouse?
Operable
16. POUR example - your website…
How easy is it to log into different platforms or
resource bases? Is it clear how to do it?
Understandable
17. POUR example - your website…
Would you know if
you can access
everything you need
with assistive
technology?
Robust
18. Sample good practices
Clear Tab focus
Automated feedback and
support
Content reflows at high
magnification.
Well structured web pages / detailed
accessibility statement.
Inbuilt personalisation
options
Accessible video guides
19. Accessibility Statements
New statement requirements
• model accessibility statement
• publish
• review
• explain content not accessible
• alternatives
• contact information
• enforcement procedure
20. Good practice recommendations
1. Ensure that the accessibility statement makes sense. Include
practical information that is helpful to users.
2. Include information on who to contact if you have a problem using
the website or platforms.
3. Explain the accessibility options of e-books and resources to
everyone. Not everyone will want to declare a disability.
4. Make it easy to find guidance on creating accessible documents for
use on the learning platform.
5. Explain the ‘complaints’ and comments procedure and respond!
…going beyond compliance…
Recommendations
23. Exceptions for some content
1. office file formats
2. pre-recorded time-based media
3. live time-based media
4. online maps
5. third-party content
6. heritage collections
7. extranets and intranets published before 23rd September 2019
8. archives
Exceptions
24. A requirement and an opportunity
1. Improve usability of all digital assets
2. Increase accountability
3. Involve everyone in accessibility
4. Review guidance and standards
5. Create an effective feedback loop
6. Integrate support and maximise independence
7. Create student entitlement
8. Build accessibility into digital process – design and procurement
9. Another
Take the opportunity to…
26. Questions? Actions?
• We'll take Qs through the sector focused Jiscmail list (link).
• Accessibility Snapshot Service
• Online webinar series
• Jisc mailing list
• Involved in steering the sector implementation
• Landing page on compliance (online session, consultancy options)
• Retained expertise- Quality and Inclusion
• Get in touch with your Jisc account manager
Jisc support
Editor's Notes
New Regulations, new Risks
EU Directive on web accessibility – What does it mean to you?
(Image of phone)
Jisc subject specialists:
John Kelly
Alistair McNaught
Julia Taylor
(Image of two hands giving a thumbs up)
Poll 1
On a scale of 10 – How ready are you?
On a scale of 1-10 where are you in terms of readiness for the directive?
Pod Activity (Purpose, find out who’s attending and why)
Which role are you in and what areas can you influence?
i.e. Whatever area you influence can you write a sentence in the pod on what you could do?
i.e. induction of staff, or creating training days or are you a budget holder for training?
Give a Green Tick when you are done
How would you assess your awareness by sector?
Results:
Significantly lower awareness in FE
About ½ didn’t know and ¼ thought they were unlikely to be compliant
(Bar chart showing survey results comparing HE and FE awareness of EU directive)
How would you assess your institution's awareness?
About ½ didn’t know and ¼ thought they were unlikely to be compliant
(Pie chart showing survey results for 'readiness' for implementing the EU directive)
Has your institution conducted an assessment of the work needed ?
Getting on for ½ haven’t done an assessment and clearly many people don’t know.
(Pie chart showing survey results on assessment of work needed to implement EU directive)
These are the stated aims related to audience with the focus on quality improvement:
Plain English explanation
Timeline for compliance
Roles and responsibilities
Common barriers
Resources and support
What next?
Does it apply to my institution?
EU Web Accessibility Directive
The Public Sector Bodies (Websites and Mobile Applications)
(No. 2) Accessibility Regulations 2018
Confirmation that it applies to Public Sector
FE v Sixth form v Schools
a. Statement on WCAG compliance
Standards and Clear procedures
b. Setting up a 'complaints procedures'
Making clear how users can get problems resolved
What you have done in relation to POUR and what you will do
What you haven’t done and what alternatives exist - so as not to waste peoples time.
N.B The focus should be on the 'intention' of the legislation and the 'opportunity'.
Does it apply to my institution?
”The accessibility requirement”
Exceptions
Disproportionate burden
Standards
Accessibility statement
Monitoring and reporting
Enforcement
That learning providers ensure that their websites, apps, intranets, digital platforms and associated content meet high and measurable standards of accessibility to enhance the educational experience of disabled people.
We are going to look at specifics but this is more than a checklist - This is an opportunity to focus on Inclusive practice across the digital provision.
See the blog post - https://accessibility.jiscinvolve.org/wp/2018/09/13/web-app-accessibility-make-eu-accessibility-directive/
(Infographic on timeline for compliance of new and existing website, content and apps)
All new websites , content and Apps need to be compliant by 2019
Existing website, content and apps need to be compliant by 2020
Without a plan you won’t be able to meet the ongoing obligations of the requirements of the accessibility statement
Two aspects need planning:
a. Planning and managing digital assets and content -
b. Monitoring and reporting (Accessibility statement and establishing response procedures)
All websites, content and Apps created after Sept 2018, must be compliant by 2019.
That’s means starting to weave accessibility requirements into existing digital processes now so that everything ‘new’ is accessible by default.
Then you have two years to work on managing existing assets that are still useful.
(Venn Diagram showing 3 levels of overlapping responsibility)
Managing the process strategically – Levels of responsibility
Procured (3rd party) systems
Internally managed systems
Created content
Most organisations have multiple levels of digital responsibility where accessibility could be made a requirement.
Areas of influence over policy, quality or compliance across the organisation.
This could be through external, tender, procurement or contractual processes or through internal policies and procedures. For example. The way you manage your externally designed website compliance will be different to the procedures you put in place to govern learning programmes that are designed ‘inhouse’.
Some platforms may be hosted externally but if they have accessibility features that can be ‘switched on internally’ - you can and should, plan to make use of them.
Mitigation
You should also consider the options available that will mitigate against your ‘New risk’. What Assistive Technology, productivity tools and access features can be used.
Assistive Technology
Self-help support
Access options
Standards template
Are there help videos and practical guidance you could provide to support staff and students to create accessible content for themselves?
(Screen grab of Xerte learning object)
Lost in translation
Each level of responsibility translates to specific elements of user experience.
Ensure your processes, policies and practices don't lose this focus
(Screen grab of xerte learning object)
Common barriers?
Jisc's accessibility snapshots have identified a range of common problems on student-facing platforms and resources – these are explored in more detail in our online training sessions.
(Image of someone pouring from a tea pot)
What does POUR actually mean?
As mentioned websites need to conform to POUR
Perceivable
Operable
Understandable
Robust
Perceivable- Elements can't be invisible to all the senses or to Assistive Technologies
Operable – eg. Buttons and forms that require the use of a mouse must also be ‘operable' by a keyboard user
Understandable –Both content and operation must not be beyond the users ability to understand. ie. Don't make it unnecessarily difficult to understand
Robust – eg. 'Capable of being interpreted reliably by a wide variety of user agents such as screen readers' and remain accessible to Assistive Technology over time.
Take a look at your website, VLE or library platform if you prefer, and answer the questions on the next slide.
Learning outcome:
What POUR actually means to student experience. AMN
1. Are there ways to change the colours on the website if you are colour blind? If not it isn’t ‘perceivable’
(Screen grabs of colour spectrum)
What POUR actually means to student experience.
How long does it take you to get to the accessibility statement on the website? – if you have to use a mouse then it isn’t ‘Operable’ if you only use the keyboard to navigate
(Screen grab of computer keyboard keys)
What POUR actually means to student experience.
How easy is it to log into different platforms or resource bases? Is it clear how to do it? If not, it’s not ‘Understandable’
(Screen grab of log in screen and password with lock)
What POUR actually means to student experience.
Would you know if you can access everything you need with Assistive Technology? There should be clear information for AT users otherwise it isn’t really ‘Robust’
(Screen grab of drop down menu showing Read out selection command)
(Multiple Screen grabs of Good practice Examples from Jisc A&I snapshots)
- showing good practice is possible in accessibility and what it can achieve for learners
Screen grab of websites demonstrating:
Clear tab focus
Accessible video guides
Well- structured web pages / detailed accessibility statement
Inbuilt personalisation options
Content reflows at high magnification
Automated feedback and support
Accessibility Statement new requirements
model accessibility statement
publish
review
explain content not accessible
alternatives
contact information
enforcement procedure
Accessibility statement: regulation 8 requires public sector bodies to publish an accessibility statement and keep that statement under regular review. The accessibility statement must explain which parts of the content of a website or mobile application are not accessible, and, where appropriate, provide links to accessible alternatives. It will also include a contact form (e.g. an email address) for citizens to report accessibility issues and request information that has been excluded from a website or mobile application in an accessible format, and a link to the enforcement procedure if they are not content with response received from the public sector body.
Accessibility Statements are supposed to support transparency and participation
Compliance is only the start we recommend going beyond compliance.
Making information available on the website should aim to support independence and enhance any adjustments, not just document the changes you have made.
Here are our recommendations for going beyond compliance:
Ensure that the accessibility statement makes sense. Include practical information that is helpful to users.
Include information on who to contact if you have a problem using the website or platforms.
Explain the accessibility options of e-books and resources to everyone. Not everyone will want to declare a disability.
Make it easy to find guidance on how to create accessible documents for use on the learning platform.
Explain the ‘complaints’ and comments procedure on the website and make it easy for everyone to make contact - Respond!
After the session, check your website.
How useful is your accessibility statement?
Is the information useful to users?
Are there any gaps in the reporting system that should be addressed?
Going beyond compliance
The proposed template for the Accessibility statement covers the ‘basic’ requirements.
This example from Edinburgh University illustrates ‘the spirit’ of the directive – it goes beyond compliance
(Screengrab of Accessibility Information Pages on Edinburgh University website) https://www.ed.ac.uk/about/website/accessibility
There are external links to accessibility help resources
A statement of commitment that links to policies and action plan
There is a section on practical help with customising the site, text, and colour contrast - to make it easier to read and navigate.
There is also a list of assistive technologies that’s easy to find up front.
There are recommendations on creating accessible content as well as where to get alternative formats.
A clear date stamp that indicates the monitoring process.
Just as important, they acknowledge accessibility limitations and give details of who to contact if you can’t access parts of the website.
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Does all your content need to be compliant? Yes and No
‘Yes’ – to all work planned in the future. So you will need to introduce criteria and standards for procurement, commissioning and managing it all towards compliance by 2019.
For existing assets – ‘No’ - Start with an evaluation of what is still useful, and make an assessment of what's required to make it compliant in order to make a decision on compliance.
Not all existing content will have to be compliant – your organisation will need to do an assessment.
There are some specific exceptions on a following slide.
What is suitable for the sector is ‘under discussion’ because educational websites and platforms are different to other sites in their purpose. What is clear is that you need to know what you have got and how useful it is going to be to decide if its worth ‘upgrading’. This is where a Jisc VLE review and A&I snapshot will help.
You will need this awareness to complete the accessibility statement on your website and create your response processes because you need to be able to state:
What your planning to do?
What you haven’t been able to do?
What you NOT planning to do - What alternatives you have in place?
Who is responsible for what?
Exceptions that won’t need to be addressed – at least right away *
Some types of content are also exempt including: live video; third-party content not under the control of the public sector body concerned; and contents of intranets and extranets published before 23 September 2019 (until such websites undergo a substantial revision on or after that date).
(2) These Regulations do not apply to the following content of a website or mobile application of a public sector body—
(a)office file formats published before 23rd September 2018, unless such content is needed for active administrative processes relating to the tasks performed by the public sector body;
(b)pre-recorded time-based media published before 23rd September 2020;
(c)live time-based media;
(d)online maps and mapping services, as long as essential information is provided in an accessible digital manner for maps intended for navigational use;
(e)third-party content that is neither funded nor developed by, nor under the control of, the public sector body;
(f)reproductions of items in heritage collections that cannot be made fully accessible because of either—
(i)the incompatibility of the accessibility requirement with either the preservation of the item concerned or the authenticity of the reproduction; or
(ii)the unavailability of automated and cost-efficient solutions that would easily extract the text of manuscripts or other items in heritage collections and transform it into content compatible with the accessibility requirement;
(g)content of extranets and intranets published before 23rd September 2019, until such websites undergo a substantial revision*; and
(h)content of websites and mobile applications qualifying as archives.
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Not just a checklist
A legal requirement AND an opportunity to improve inclusion
Multiple answer Poll 3 – What are the top 3 outcomes that Jisc can help with?
Improve usability of all digital assets (Quality Improvement)
Increase Accountability (Business efficiency and Quality)
Involve everyone in accessibility (Staff development)
Review guidance and standards. (ISO CSR and IT and Sustainability)
Create an effective feedback loop (Quality, student Voice, TEF Ofsted...)
Integrate support and maximise independence (EqD&I Policy)
Create Student entitlement (Student agreement)
Build accessibility into digital process – (design and procurement)
We will address these in a series of online webinars
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What happens now?
What one thing are you going to do now?
What Jisc can do to help and how you can be involved in shaping the EU Directive for the sector
Please join the Jisc mailing list to get updates. https://www.jiscmail.ac.uk/cgi-bin/webadmin?A0=DIGITALACCESSIBILITYREGULATIONS
Our Jisc Accessibility Snapshot Service will identify gaps and recommend solutions
Jisc Online webinar series in the spring are designed to provide practical support in your roles, will focus on Website, VLEs, Library platforms and AT and governance.
Get involved in steering the guidance for the sector.
Visit our Jisc Landing page on EU directive compliance
Jisc subject specialist also offer retained expertise on legal, quality and Inclusion
Get in touch with your Jisc account manager